Maker movement
The maker movement is the philosophy that students learn best by making/creating. Maker classrooms are active classrooms. In active classrooms one will find engaged students, often working on multiple projects simultaneously, and teachers unafraid of relinquishing their authoritarian role. Collaboration between students is flexible and teachers experience a seamless metamorphosis between mentor, student, colleague, expert, and personal shopper, all in service of their learners.
Sylvia Libow Martinez and Gary Stager
Invent to Learn: Making, Tinkering, and Engineering in the Classroom (2013).
Invent to Learn: Making, Tinkering, and Engineering in the Classroom (2013).
The maker movement is the philosophy of learning
by “making”, combining technology, creativity and learning. It recognizes that learning is student
centered, knowledge is gained through experiences, and students are engaged in
activities through problem solving.
Research shows that students learn best by creative, collaborative, hands on learning. “Knowledge is not merely a commodity to be transmitted, encoded, retained, and re-applied, but a personal experience to be constructed. Similarly, the world is not just sitting out there waiting to be to be uncovered, but gets progressively shaped and transformed through the child's, or the scientist's, personal experience.” (Ackermann 2001, p.7) Students need to be actively engaged in their learning and educators need to figure out ways to help engage students in their learning. A makerspace can help students develop fundamental core skills: problem solving, persistence, and creativity.
References:
Ackermann, E. (2001). Piaget’s constructivism, Papert’s constructionism: What’s the difference. Future of learning group publication, 5(3), 438. Retrieved May 20, 2015, from http://learning.media.mit.edu/content/publications/EA.Piaget%20_%20Papert.pdf
Martinez, S., & Stager, G. (2013). Invent to learn: Making, tinkering, and engineering in the classroom. Constructing Modern Knowledge Press.
Ackermann, E. (2001). Piaget’s constructivism, Papert’s constructionism: What’s the difference. Future of learning group publication, 5(3), 438. Retrieved May 20, 2015, from http://learning.media.mit.edu/content/publications/EA.Piaget%20_%20Papert.pdf
Martinez, S., & Stager, G. (2013). Invent to learn: Making, tinkering, and engineering in the classroom. Constructing Modern Knowledge Press.