Pijls Monique, van Eijck Tom, Kragten Marco, Bredeweg Bert
Centre of Applied Research in Education, Amsterdam University of Applied Sciences, Amsterdam, Netherlands.
Informatics Institute, Faculty of Science, University of Amsterdam, Amsterdam, Netherlands.
J STEM Educ Res. 2022;5(2):163-186. doi: 10.1007/s41979-022-00070-w. Epub 2022 Apr 26.
Public library makerspaces intend to contribute to the development of children from marginalized communities through the education of digital technology and creativity and by stimulating young people to experience new social roles and develop their identity. Learning in these informal settings puts demands on the organization of the makerspace, the activities, and the support of the children. The present study investigates how children evaluate their activities and experiences in a public library makerspace both in the after-school programs and during school visits. Furthermore, it examines the effectiveness of the training program for the makerspace coaches. The study covers self-evaluations by children ( = 307), and interviews with children ( = 27) and makerspace coaches ( = 11). Children report a lot of experiences concerning creating (maker skills, creativity) and maker mindset (motivation, persistence, confidence). Experiences with collaboration (helping each other) were mentioned to a lesser extent. Critical features of the training program for makerspace coaches were (i) adaptation to the prior knowledge, skills and needs of makerspace coaches, (ii) input of expert maker educators, (iii) emphasis on learning by doing, (iv) room for self-employed learning, and (v) collaboration with colleagues.
The online version contains supplementary material available at 10.1007/s41979-022-00070-w.
公共图书馆创客空间旨在通过数字技术和创造力教育，以及激励年轻人体验新的社会角色并发展其身份认同，为边缘化社区的儿童发展做出贡献。在这些非正式环境中的学习对创客空间的组织、活动以及对儿童的支持提出了要求。本研究调查了儿童如何评估他们在公共图书馆创客空间的课后项目和学校参观期间的活动及体验。此外，它还考察了针对创客空间指导教师的培训项目的有效性。该研究涵盖了儿童的自我评价（n = 307），以及对儿童（n = 27）和创客空间指导教师（n = 11）的访谈。儿童报告了许多关于创造（创客技能、创造力）和创客思维模式（动机、毅力、信心）的经历。关于合作（互相帮助）的经历提及较少。创客空间指导教师培训项目的关键特征包括：（i）适应创客空间指导教师的先验知识、技能和需求；（ii）专家创客教育工作者的投入；（iii）强调通过实践学习；（iv）自主学习的空间；以及（v）与同事的合作。
在线版本包含可在10.1007/s41979-022-00070-w获取的补充材料。
