Implementing Maker Spaces to Promote Cross-Generational Sharing and Learning

Barma, Sylvie; Roméro, Margarida; Deslandes, Rollande

doi:10.1007/978-3-319-41797-4_5

Cited by 12 publications

(8 citation statements)

References 31 publications

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“…In earlier work, we described the role of an expert teacher in mentoring the scientist within students (Koomen et al, 2014) and the teacher's role in using citizen science as a springboard to the development of science fair projects with White students in a private school (Koomen et al, 2018). In the current study, the teacher laid a foundation for the nuances of developing a science fair project in 7th grade, using former students to share their own projects and what they learned to create a cross‐generational model to elicit interest in SEF (Barma et al, 2017). As students continued under Olson's tutelage through subsequent years, they designed increasingly complex investigations, protocols, and data analysis thus moving from doing school science to doing science like professionals (Sadler, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…She created a social atmosphere where students worked side by side helping each other through challenges much like a family unit, rather than focusing on the competitive nature of SEFs. She brought in former students at the beginning of the SEF process who shared their projects with current students creating a cross‐generational model (Barma et al, 2017) of possibility.…”

Section: Implications and Conclusionmentioning

confidence: 99%

“…Dr. Olson expertly used upper-class students in a cross-generational model(Barma et al, 2017) to pique interest in SEFs assisting younger students to see the instructional context toward a possible new future (CalabreseBarton & Tan, 2018). It's not uncommon for her when she's introducing the scientific inquiry unit in 7th grade life science to pull out a seniors' project from a few years before and say this is what a really polished project is.Being able to see those examples as a middle schooler was like, wow, I'm going to do that someday.…”

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confidence: 99%

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Rubbing elbows with them: Building capacity in STEM through science and engineering fairs

Koomen

Hedenstrom

Moran³

2021

Science Education

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Using social cultural career theory (SCCT) linked with tenets of equity, we examined the role of participation in science and engineering fairs (SEFs) on youth's science, technology, engineering, and mathematics (STEM) educational and career choices. We analyzed data for evidence of the SCCT constructs of self-efficacy, interest, and learning experiences using constructs of Native American (NA), culturally responsive, and rural equitable pedagogies. Qualitative data included semi-structured interviews, focus groups, practice presentations of SEF prtojects, classroom observations, and mentoring students. Quantitative data consisted of two surveys: STEM Semantics Survey and the Motivation Strategies for Learning Questionnaire. Qualitative results reveal how the teacher built self-efficacy using equitable pedagogy by putting the students in control of their projects, created a network of experts in various science disciplines, developed a culture of mentorship that promoted belonging, and removed barriers for student participation by blending academics with culture for NA and rural mixed socioeconomic status students. She evoked asset-based pedagogies that inspired students to further their education and go into STEM fields. Quantitative findings reveal former student's orientation to participation in science fair activities related to their high interests, perceptions of a challenge, curiosity, and emerging mastery, where students demonstrated high [Correction added on February 17, 2021, after initial publication on February 04, 2021; the displayed quote in the section entitled "Dr. Olson successfully petitioned…" was initially placed as text due to a production error and has been reinstated.] dispositions in science and engineering and self-identified as STEM people. Implications include the use of SCCT, linked with equitable pedagogies to understand interest in STEM fields, mentoring, tapping into the expertise of local professionals to support development of projects, and navigating cultural barriers to provide access for underrepresented youth.

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Section: Discussionmentioning

confidence: 99%

Section: Implications and Conclusionmentioning

confidence: 99%

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confidence: 99%

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Rubbing elbows with them: Building capacity in STEM through science and engineering fairs

Koomen

Hedenstrom

Moran³

2021

Science Education

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“…La démarche de citoyenneté engagée dans la cocréation de solutions fait partie des valeurs animant la communauté éducative qui travaille sur les approches de fabrication numérique, ou « maker » (Barma, Romero et Deslandes, 2017;Fleming, 2015).…”

Section: L'approche éDucative De Fabrication Numérique Pour La Cocréation Participative De Solutionsunclassified

Développer un rapport critique et techno-créatif au territoire par la création de maquettes de villes à l’école

Roméro

Chiardola

2019

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Tous droits réservés © Association canadienne d'éducation de langue française, 2019 Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne. https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit.Érudit est un consortium interuniversitaire sans but lucratif composé de l'

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“…This is partly correct; there are, however, certain issues that need to be highlighted concerning children and adults alike, but especially children: Engaging in Making activities in Makerspaces tends to necessitate a considerable amount of help and facilitation from other people, and there are many restrictions related to Making caused by the background, expertise and knowledge of the participants. The existing literature has already acknowledged that multiple stakeholders are involved in children's Making activities and the intergenerational aspects of making (see for example, [33][34][35]). The importance of teachers [3,7,9,14,16,17,20,24,36,37], facilitators [7,24,26,27,[38][39][40], mentors [5,9,10,26,41], and peers as influencing (helping or hindering) children's Making activities has already been pointed out in the literature.…”

Section: Introductionmentioning

confidence: 99%

Interaction Order and Historical Body Shaping Children’s Making Projects—A Literature Review

Norouzi

Kinnula

Iivari

2019

MTI

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The importance of familiarizing children with the Maker Movement, Makerspaces and Maker mindset has been acknowledged. In this literature review, we examine the complex social action of children, aged from 7 to 17 (K-12), engaging in technology Making activities as it is seen in the extant literature. The included papers contain empirical data from actual digital Making workshops and diverse research projects with children, conducted in both formal and non-formal/informal settings, such as schools or museums, libraries, Fab Labs and other makerspaces. We utilized the theoretical lens of nexus analysis and its concepts of interaction order and historical body, and as a result of our analysis, we report best practices and helping and hindering factors. Two gaps in the current knowledge were identified: (1) the current research focuses on success stories instead of challenges in the working, and, (2) histories of the participants and interaction between them are very rarely in the focus of the existing studies or reported in detail, even though they significantly affect what happens and what is possible to happen in Making sessions.

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Implementing Maker Spaces to Promote Cross-Generational Sharing and Learning

Cited by 12 publications

References 31 publications

Rubbing elbows with them: Building capacity in STEM through science and engineering fairs

Rubbing elbows with them: Building capacity in STEM through science and engineering fairs

Développer un rapport critique et techno-créatif au territoire par la création de maquettes de villes à l’école

Interaction Order and Historical Body Shaping Children’s Making Projects—A Literature Review

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