"It looks like my die has a favorite number" – Maker Education for 21st century skills in primary science education

Ann-Katrin Krebs^*

• Rheinisch-Westfalische Technische Hochschule Aachen, Aachen, Germany

This paper explores the integration of Maker Education into primary schools, emphasizing its role in developing essential digital and interdisciplinary skills among children. Rooted in constructivist and constructionist theories, Maker Education engages students in hands-on, project-based learning using both traditional and digital tools—most notably 3D design and printing. Rather than passively receiving information, learners actively design, build, and iterate their own creations, promoting creativity, self-efficacy, and problem-solving abilities. Drawing on numerous practical examples from German-speaking countries, the report illustrates how Maker Education can be successfully introduced, even with limited resources, through flexible, open-ended learning environments. Case studies reveal positive impacts on student motivation, engagement, and competence development, particularly when learning is connected to real-world problems and collaborative work. The paper also discusses the structural and pedagogical challenges involved in implementing Maker Education, such as curriculum constraints, technical requirements, and the need for well-prepared educators. A detailed project example demonstrates how young students used TinkerCAD to design and analyze 3D-printed dice, gaining practical experience in geometry, mass distribution, digital fabrication, and scientific inquiry. Ultimately, Maker Education supports the cultivation of 21st-century competencies, including critical thinking, innovation, communication, and digital literacy. The report calls for a systemic shift in teacher training to embed maker pedagogies into standard educational practice. Widespread adoption could foster not only technological fluency but also greater equity and enthusiasm in early education.