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Peer-reviewed article

Learning in the Making: A Comparative Case Study of Three Makerspaces

November 1, 2014 | Public Programs
Through a comparative case study, Sheridan and colleagues explore how makerspaces may function as learning environments. Drawing on field observations, interviews, and analysis of artifacts, videos, and other documents, the authors describe features of three makerspaces and how participants learn and develop through complex design and making practices. They describe how the makerspaces help individuals identify problems, build models, learn and apply skills, revise ideas, and share new knowledge with others. The authors conclude with a discussion of the implications of their findings for this emergent field

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    Author
    George Mason University
  • REVISE logo
    Author
    University of Wisconsin, Madison
  • REVISE logo
    Author
    University of Wisconsin, Madison
  • REVISE logo
    Author
    Children's Museum of Pittsburgh
  • Lynette Jacobs-Priebe
    Author
    University of Pittsburgh
  • Trevor Owens
    Author
    Library of Congress
  • Citation

    ISSN : 0017-8055
    Publication Name: Harvard Educational Review
    Volume: 84
    Number: 4
    Page Number: 505-531

    Funders

    NSF
    Funding Program: Cyberlearning
    Award Number: 1216994
    Resource Type: Research Products
    Discipline: Computing and information science | Education and learning science | Engineering | Technology
    Audience: General Public | Educators/Teachers | Museum/ISE Professionals | Learning Researchers
    Environment Type: Public Programs | Making and Tinkering Programs

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