Drive Student Success: Designing a MakerBus to Bring Standard-Based Making and Technology Activities into K-12 Schools

Jin, Yi; Martin, Leigh; Stephens, Stephanee; Carrier, Ann Marie

doi:10.14434/ijdl.v11i2.27010

Cited by 2 publications

(4 citation statements)

References 5 publications

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“…The research methods used in the selected papers included, (a) matched survey responses (i.e., repeated measures) (Andrews et al, 2021), (b) inductive video coding where codes were extracted from the data (Hatzigianni et al, 2021), (c) a mixed-method strategy comprising the systematic integration of qualitative and quantitative research (Juškevičienė et al, 2021), and (iv) a Likert scale-based pre-and post-questionnaire specifically designed for activities conducted in makerspaces. The Likert scale-based pre-and post-questionnaires are the most common methods used in the literature (Andrews et al, 2021;Couch et al, 2019;Jin et al, 2020;Saorín et al, 2017;Selznick, 2019;Taheri et al, 2020). It can be concluded that each of the above creativity assessment methods can be selected based on the creativity aspect under assessment and the type of data available (e.g., the abreaction test).…”

Section: Creativity and Assessment Methodsmentioning

confidence: 99%

“…(i) Implementing an adequately designed maker-based pedagogy that joyfully engages students in learning. This allows students to fully express themselves without fear of failure, allowing them to experiment, explore, and learn fundamental skills, such as lateral thinking, problem-solving, creativity, and innovation (Beyers, 2010;Jin et al, 2020). (ii) Student-centered project-based learning, where students create prototypes that are meaningful to them.…”

Section: How Do the Identified Aspects Of Makerspaces Foster Creativity?mentioning

confidence: 99%

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Makerspaces Fostering Creativity: A Systematic Literature Review

et al. 2023

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Makerspaces are gaining popularity in the educational activities of all age groups, from primary schools to higher education institutions, particularly in science, technology, engineering, and mathematics (STEM) disciplines. Due to makerspaces’ hands-on learning approach, it is generally believed that learning in makerspaces influences students’ creative and thinking skills. Experiments have been performed to explore this relationship; however, they are limited to a particular type of makerspace and address only some aspects of creativity. Therefore, using a systematic literature review (SLR) approach, we attempted to understand the relationship between makerspaces and creativity in the context of STEM education. The SLR offers a holistic view of makerspaces fostering four aspects of creativity from primary to higher education. This SLR used three primary categories of terms in its search string: (i) makerspace and associated terms, (ii) creativity and innovation, and (iii) variants of the term “STEM.” Using the Summon meta-database, we searched 103 digital databases (including Scopus, IEEE, and ASEE). The initial search considered peer-reviewed scholarly journal articles and conference proceedings focusing on STEM disciplines published from 2000 to August 2021. After following the PRISMA guidelines for reporting systematic reviews, 34 relevant papers remained eligible for inclusion. The selected papers were analyzed using thematic analysis. Various types of makerspaces show empirical evidence of fostering creativity. This review additionally identifies seven factors that foster creativity in a makerspace environment. These findings will be beneficial for applying makerspace tools and interventions to enhance creativity in the context of STEM disciplines.

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Section: Creativity and Assessment Methodsmentioning

confidence: 99%

Section: How Do the Identified Aspects Of Makerspaces Foster Creativity?mentioning

confidence: 99%

Makerspaces Fostering Creativity: A Systematic Literature Review

et al. 2023

View full text Add to dashboard Cite

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“…The obtained outcomes indicated a significant increase in EF abilities" were made because of integrating the artistic tasks. Jin, Martin, Stephens, and Carrier (2020) carried out research, the aim of which was to use a Maker Bus to provide visual arts to the neighborhood's schools and community. To provide children the opportunity to create, researchers extensively rebuilt a bus that has been equipped with several art-making supplies.…”

Section: Visual-art Education and Academic Achievementsmentioning

confidence: 99%

“…To provide children the opportunity to create, researchers extensively rebuilt a bus that has been equipped with several art-making supplies. According to Jin, Martin, Stephens, and Carrier (2020), the main goal of the investigation was that kids utilize creativity and intelligence for designing or constructing things. The study's findings revealed that the Maker Bus gave kids many opportunities to acquire and create via the visual arts while utilizing several skills and materials.…”

Section: Visual-art Education and Academic Achievementsmentioning

confidence: 99%

The Role of Multiple Intelligences and Art-Education in performance of IELTS candidates on Reading comprehension section of IELTS Exam and their motivations.

Heidari Panah

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The arts improve our lives, enhance our sense of aesthetics, and can be a precious instrument for language educators and for language learners in the English as a Foreign Language (EFL) context. This study evaluated the role of Multiple intelligences and Art-education in International English Language Testing System (IELTS) candidates' performance in the reading section of IELTS exam and their motivations. The researcher designed the visual Artistic Reading tasks for IELTS reading skills according to Armstrong's (2009) definitions of visual artistic tasks for reading skills, including a) visual artistic tasks for vocabulary learning and b) visual artistic tasks for IELTS reading comprehension skills. 54 IELTS candidates who attended an IELTS reading classroom in an English institute participated in this study. The experimental group (N=27) implemented an arteducation program for learning IELTS reading skills, and the traditional method of instruction was used for the control group (N=27). First, an IELTS reading pretest was administered for both groups. Then, the MIDAS scale by Shearer (1996) in 119 items was administered to all participants. At the end of the course, all participants took an IELTS reading post-test and a motivation questionnaire. The results indicated that the art integration program resulted in candidates' outperformance in the traditional group in the IELTS reading exam, compared with the control group. Also, the motivation of IELTS candidates who attended an art education program was significantly increased, and they had very positive attitudes about integrating art in the IELTS reading classrooms. The results revealed that all the IELTS candidates' Multiple intelligences positively impacted their performance in the IELTS Reading exam, and the Musical, Kinesthetic Visual-spatial contributed the most to the IELTS reading exam performance and visual/spatial in third place, and after that, linguistic intelligence had a significant role in enhancing IELTS candidates' reading scores. Logical/mathematical intelligence has a moderate, interpersonal and naturalistic, and intrapersonal intelligence had a less significant impact on the IELTS candidates' performance in the reading section. Furthermore, the results indicated that musical intelligence and kinesthetic intelligence made a significant unique contribution to the prediction performance of candidates in the IELTS reading exam. After that, visual-spatial and linguistic intelligence played a significant role, respectively.

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Drive Student Success: Designing a MakerBus to Bring Standard-Based Making and Technology Activities into K-12 Schools

Cited by 2 publications

References 5 publications

Makerspaces Fostering Creativity: A Systematic Literature Review

Makerspaces Fostering Creativity: A Systematic Literature Review

The Role of Multiple Intelligences and Art-Education in performance of IELTS candidates on Reading comprehension section of IELTS Exam and their motivations.

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