Material-based and artistic exploration of form, movement, and programming in primary school makerspaces
DOI:
https://doi.org/10.7577/formakademisk.5933Keywords:
Maker-centered learning, Makerspace, Creative processes with hybrid materials, Programming, Artistic explorationAbstract
Makerspaces in Norwegian schools introduce creative practices with both new and traditional materials, tools, and technologies. The perspective of arts and crafts has been less emphasized in these workshops, which are primarily led by science teachers. The research project presented in this article is based on research-practice partnership methods where teachers and researchers collaborate to develop and implement makerspace activities that integrate both scientific and arts and crafts knowledge. The study explores second-grade students' maker-oriented learning and their teachers' practices and development of makerspace activities through the following research question: How can material-based and artistic exploration of form, movement, and programming invite reflective and creative processes in primary school makerspaces, and how can teachers support these processes? The study demonstrates that a material-based and artistic approach in makerspaces enhances students' ability to discover and express themselves in diverse ways. Makerspaces offer opportunities to bridge tradition and new technologies and can be understood as a collective exploratory opportunity space where students gain experience in taking ownership and shaping their world.
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