Frontiers in Education welcomes contributions to a collection of peer-reviewed articles that will specifically focus on research in the area of Maker Education.
Maker Education accounts for a range of activities that blend design and technology for creative endeavours, including textile crafts, robotics, electronics, digital storytelling, the arts and crafts. This Research Topic will discuss the current state of research knowledge in the area by pointing out its possibilities and challenges for individual, collective and organization learning and transformation. Drawing on empirical research studies around the globe, this Research Topic welcomes articles on Maker Education situated in early childhood centers, schools and higher education institutions, as well as in after school clubs, museums and library and virtual makerspaces.
Community makerspaces have become a widespread phenomenon; however, these Do-It-Yourself (DIY) models, rooted in design thinking and innovation, are becoming increasingly popular in the realm of formal education. The Maker Movement has been associated primarily with Science, Technology, Engineering, and Math (STEM) or STEAM Education (where there is a focus on embedding the Arts into Science, Technology, Engineering and Math). However, educators are also connecting making to the humanities, such as history, geography and language arts. The Maker Movement for education has broadened the level of participation in DIY activities across several demographics leading to increased activity in terms of creation of new makerspaces for practicing hands on learning, encouraging girls to participate in STEM activities, and generally placing emphasis on the idea that every child can become an innovator.
This Research Topic will explore some of the challenges and potential promises of Maker Education. We are interested in empirical and also non-empirical papers that demonstrate theoretical engagement in issues related to Maker Education in general.
We are particularly interested in articles that address:
• The experiences of educators who have established makerspaces or used maker pedagogies in their teaching
• The roles of teacher librarians, administrators and school district leaders in Maker Education
• Embedding Maker Education into the curriculum
• The role of school culture in successfully implementing Maker Education
• Maker Education and mental health
• Maker Education and issues of environmental sustainability
• Developing partnerships with community in school makerspaces
• Case studies of effective practice
• Whole-school approaches to Maker Education
• Specific issues related to equity, diversity and inclusion in Maker Education
Articles should be underpinned by research and theory and should identify clear and practical implications for educational institutions or community organizations. Please follow the journal requirements for formatting your article.
Frontiers in Education welcomes contributions to a collection of peer-reviewed articles that will specifically focus on research in the area of Maker Education.
Maker Education accounts for a range of activities that blend design and technology for creative endeavours, including textile crafts, robotics, electronics, digital storytelling, the arts and crafts. This Research Topic will discuss the current state of research knowledge in the area by pointing out its possibilities and challenges for individual, collective and organization learning and transformation. Drawing on empirical research studies around the globe, this Research Topic welcomes articles on Maker Education situated in early childhood centers, schools and higher education institutions, as well as in after school clubs, museums and library and virtual makerspaces.
Community makerspaces have become a widespread phenomenon; however, these Do-It-Yourself (DIY) models, rooted in design thinking and innovation, are becoming increasingly popular in the realm of formal education. The Maker Movement has been associated primarily with Science, Technology, Engineering, and Math (STEM) or STEAM Education (where there is a focus on embedding the Arts into Science, Technology, Engineering and Math). However, educators are also connecting making to the humanities, such as history, geography and language arts. The Maker Movement for education has broadened the level of participation in DIY activities across several demographics leading to increased activity in terms of creation of new makerspaces for practicing hands on learning, encouraging girls to participate in STEM activities, and generally placing emphasis on the idea that every child can become an innovator.
This Research Topic will explore some of the challenges and potential promises of Maker Education. We are interested in empirical and also non-empirical papers that demonstrate theoretical engagement in issues related to Maker Education in general.
We are particularly interested in articles that address:
• The experiences of educators who have established makerspaces or used maker pedagogies in their teaching
• The roles of teacher librarians, administrators and school district leaders in Maker Education
• Embedding Maker Education into the curriculum
• The role of school culture in successfully implementing Maker Education
• Maker Education and mental health
• Maker Education and issues of environmental sustainability
• Developing partnerships with community in school makerspaces
• Case studies of effective practice
• Whole-school approaches to Maker Education
• Specific issues related to equity, diversity and inclusion in Maker Education
Articles should be underpinned by research and theory and should identify clear and practical implications for educational institutions or community organizations. Please follow the journal requirements for formatting your article.
