Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22783
Title: 
Authors: 
Subjects: 
Makerspaces
Science education
Innovation
Creative problem solving
Abductive reasoning
Issue Date: 
2020
Publisher: 
Office of Education Research, National Institute of Education, Singapore
Citation: 
Tan, M. (2020). Making, innovation, and science education: Considering two layers of analysis. National Institute of Education (Singapore), Office of Education Research. https://hdl.handle.net/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?
Description: 
Note: Restricted to NIE staff only. Contact author for access to report.
URI: 
Project number: 
OER 12/14 MT
Grant ID: 
Education Research Funding Programme (ERFP)
Funding Agency: 
Ministry of Education, Singapore
File Permission: 
Restricted
File Availability: 
With file
Appears in Collections:OER - Reports

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