Læringssyn i skaparrørslelitteraturen

Abstract

The maker movement is rapidly growing worldwide, working with fabrication and communication technologies, insisting on making as a fundamental human activity and emphasizing humans as the key player in digitalization. It is difficult to attach the movement to a single culture, trend or event. It is more likely a result of several simultaneously trends appearing at the right time, like the Do-It-Yourself / Do-It-Together- culture, ideas and mind-set from STE(A)M-pedagogy, hacker-culture, tinkering, docracy, co-working/ collaboration, community, open source-culture is also influencing the maker movement. Maker spaces have now been established in both formal and un-formal learning environments, such as public libraries, museums and science centers, schools and universities. However, while the maker movement is about to be a well-established and highly regarded pedagogical approach working with technology in schools, it is difficult to identify what view of learning the practitioners of maker pedagogy possess. The aim of this study is to explore how scholars have described and analyzed the mind-set of the maker movement in former studies. I further question the plenitude of mind-sets uncovered in such studies and possible categorization of these. Empirically, the article will be based on several (3-6) literature reviews of former studies on the maker movement related and learning.