Examining Informal Makerspace Learning Environments: Using Inquiry-based Learning to Facilitate Critical Thinking Skill Development
Date
2021-12-22
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
0000-0002-8431-6429
Type
Thesis
Degree Level
Masters
Abstract
Makerspaces have emerged into the educational environment as a place to enable learners to develop needed 21st century learning skills (Bowler & Champange, 2016; Bevan, 2017). Learners need to develop critical thinking skills to enable success in an ever changing, more technologically fluent world. With the student-directed nature of a makerspace, pedagogies such as inquiry-based learning may allow for the promotion of critical thinking using questioning, reflection, analyzing data and expressing information to others (Lemley, Schumacher, & Vesey, 2014; Vossoughi & Bevan, 2014). Inquiry-based learning aligns with the 21st century skill of critical thinking as it is the ability to reflect, analyze and evaluate (Loes & Pascarella, 2017; Ventura et al., 2017); creating more emphasis on the potential value of a makerspace, the student-directed nature, and the fact that inquiry-based learning requires critical thinking about a topic. This qualitative case study research aims to investigate informal makerspaces that use inquiry-based learning pedagogies to determine if they, in fact, facilitate the goal of critical thinking development. Through semi-structured interviews with facilitators and instructors in informal makerspaces meaningful and informative insights were gained regarding this unique, informal learning environment; analysis of the data will deepen our understanding of makerspaces, particularly where inquiry-based learning pedagogy is utilized to achieve the goal of developing critical thinking skills.
Description
Keywords
Makerspace, 21st century skills, critical thinking, Inquiry-based learning, informal learning
Citation
Degree
Master of Education (M.Ed.)
Department
Curriculum Studies
Program
Curriculum Studies