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Making, innovation, and science education: Considering two layers of analysis
Citation
Tan, M. (2020). Making, innovation, and science education: Considering two layers of analysis (Report No. OER 12/14 MT). National Institute of Education (Singapore), Office of Education Research. https://doi.org/10.32658/10497/22783
Abstract
This study aims to document two layers of analysis concerning the educative benefits of making in makerspaces. While makerspaces are often closely associated with particular digital fabrication technologies in the public imagination, this study takes an expanded definition to include any sort of making that involves modifying materials according to one’s own plans, and not simply following instructions for assembly. While this would include conventional Design and Technology, Fabric work, and even Food and Nutrition, I have chosen to focus on the production of new scientific knowledge, especially through investigations that deal with electronic instrumentation and the imbuing of programmed behaviour through the use of simple electrical operations, or complicated micro-controller based designs. In Part 1 (reported here), I ask the question: what are the reasoning processes of students as they engage in creative problem solving tasks involving the making of an artefact?
Date Issued
2020
Publisher
Office of Education Research, National Institute of Education, Singapore
Project
OER 12/14 MT
Grant ID
Education Research Funding Programme (ERFP)
Funding Agency
Ministry of Education, Singapore