Making in makerspaces
A study in Norwegian school makerspaces
DOI:
https://doi.org/10.7577/formakademisk.5977Keywords:
makerspace, maker-oriented learning, creative work, Art and craftsAbstract
This article investigates how making unfolds in makerspaces in Norwegian primary schools. The study adopts an Arts and Crafts (KOH) perspective and is based on qualitative data from observations and interviews. The study finds that central ideas from international maker-oriented pedagogy, such as problem-solving, collaboration, and exploration approaches, are put into practice. However, other makerspace concepts, like non-linear processes and open-ended tasks without predefined goals, prove challenging to implement, particularly in the lower grades. This is partly due to students not yet having acquired basic skills in crafts, tools, and technology. Teachers highlight the difficulty of navigating the growing number of maker-oriented learning tools offered by various actors, ranging from “objects to think with” to maker-kit with predefined tasks. This article shows that curriculum goals and content from the Art and Crafts subject, related to materials, tools, sustainability, quality, knowledge, and skills, take on unexpected content, form and meanings in the making in Norwegian school makerspace.
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