Dissertation
In their eyes: a case study describing the contributions of making on teaching and learning in a designated middle school Makerspace
Doctor of Education (Ed.D.), Drexel University
May 2017
DOI:
https://doi.org/10.17918/etd-7500
Abstract
This case study explored the contributions of a dedicated middle school makerspace on teaching and learning. Rich descriptions from the teacher and student participants of this study provide insight into the benefits of the unique learning space. Beyond the acquisition of technological skills the makerspace proved to be a space conducive to the development of the whole child. Free from constrains typically associated with standardized assessments, makerspace teachers enjoyed flexibility in promoting student choice and independence. As active facilitators of the learning environment, makerspace teachers bolstered a safe place for students to create, explore, try new things, and learn through mistakes. A sense of engagement and school pride was embedded in the shared words of student participants in this study. Students described the makerspace as a fun learning environment where they are free to express themselves and escape from daily stresses. Just as the act of making is unique to the individual maker, the sense of engagement and pride discovered in this makerspace are unique to this study. What can be assumed is that if you provide students opportunities to grow they will flourish.
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Details
- Title
- In their eyes
- Creators
- Kristen L. Horton - DU
- Contributors
- Kenneth J. Mawritz (Advisor) - DU
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xi, 146 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 7500; 991014632218004721