Guitars and Makerspace: Examining the Experience of First Nations Students | Guitares et laboratoires ouverts : examen de l’expérience d’élèves des Premières Nations

Abstract

This research project examined the impact on student engagement of a makerspace approach in an all-First Nations high school. First Nations learners have many factors limiting their success in the K-12 system such as lack of connection to the curriculum, limited cultural relevance of course content, and poor attendance. A common concern for those working with First Nations students is how to deliver a learning experience that is engaging and assists students in earning enough credits to graduate. In this case study, a makerspace approach to learning was used to engage and support learners. A makerspace is a learning context where participants are supported and encouraged to design and create as part of required learning, to meet curricular objectives, or to creatively explore their own ideas. The program at the focus of this research introduced students to 3D computer design technology and (computer numerical control) CNC wood milling technology to make electric guitars. This project used a case study design to determine ways to improve the school experience of First Nations students through unique course design. The findings show that the experience for students was positive, engagement increased, and attendance showed improvement. RésuméCe projet de recherche s'est penché sur l'incidence d'une approche « Makerspace » (laboratoire ouvert) sur l'engagement des élèves dans une école secondaire fréquentée uniquement par des membres des Premières Nations. Plusieurs facteurs limitent la réussite des apprenants des Premières Nations dans le système scolaire de la maternelle à la 12 e année, comme un manque de connexion au programme, la pertinence limitée du contenu des cours et un haut taux d'absentéisme. Les personnes qui travaillent auprès des élèves issus des Premières Nations ont comme préoccupation commune l'offre d'une expérience d'apprentissage qui engage les élèves et les aide à obtenir suffisamment de crédits pour obtenir leur diplôme. Dans cette étude de cas, une approche de laboratoire ouvert a été utilisée pour faire participer les apprenants et les appuyer. Un laboratoire ouvert est un contexte d'apprentissage dans lequel les participants sont soutenus et encouragés à concevoir et à créer, que ce soit en vue de l'apprentissage requis,

Unleashing the Learners: Teacher Self-Efficacy in Facilitating School-Based Makerspaces

“…As a result, research has shown that educators face a number of challenges when leading maker-based activities including the need to balance structure with student autonomy (Kajamaa et al, 2019;Rowsell & Shillitoe, 2019). A number of specific aspects that may be important for future teacher professional development include providing adequate structure for learning, embracing a culture of failure, effective preparation and planning, learning how assess problem based learning, and acknowledging the pedagogical value of maker based activities (Cohen et al, 2017;Kajamaa et al, 2019;O'Brien et al, 2017;Paganelli et al, 2017;Wilson & Gobeil, 2017). In one specific example, researchers observed 94 elementary students who participated in a weekly educational makerspace over one semester (Kajamaa et al, 2019).…”