Week 7 - Constructionism & Makerspaces

Figure 1. Image of laptop with Micro:bit coding - taken by me (2023)

Constructionism & the Maker Movement

A common thread throughout these blog posts is the importance of fostering creativity through building students' knowledge and the importance of technology in facilitating that. This notion of knowledge-building nests itself within the principles of constructionism which recognises learning as a process of reconstruction over transference, wherein the final product is only as meaningful as the activity that created it (Papert 1986, p.2).

The adoption of constructionist-based learning has manifested in various ways. Concurrently, the ‘Maker Movement’ describes the informal adoption of educational spaces for creative production where reciprocity and mutually shared interests promote the meaningful exploration and execution of new ideas (Sheridan, et. al. 2014). This encapsulates the adoption of principles in collaboration, metacognition, and design-based learning which was discussed in the blogpost for Week 3, and has been shown to “have a positive effect on physical, social, emotional, and academic outcomes” (Mersand 2021).

Therefore, constructionism encompasses a plethora of these learning principles that, in particular, apply to our modern, technologically dominant lives. These technologies can thus enable new avenues of creative and meaningful learning through the paradigm of constructionist learning.

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Micro:bit

Micro:bit by the BBC is one such technology where the process of design-thinking, collaboration, and problem-based learning allowed for creative experimentation and effective solutions. Continuing the moisture detecting water dispensary task, our group was able to successfully code the servo motor to function when the hypothetical moisture level in the soil sample dropped (Figures 2 and 3).

Figure 2. Video of servo working with Micro:bit coding - taken by me (2023)

Figure 3. Video of servo working with proposed design - taken by me (2023)

Within my KLA of History, the adoption of Micro:bits appeared unintuitive at first glance, presenting an issue with subject appropriateness. However, potential lessons can take the form of simulating ancient technological principles such as the Archimedean screw (Figure 4) or the first watermill by Philo Mechanicus in the third century BCE (Figure 5), to demonstrate their ingenuity and importance to agricultural and economic functions in ancient societies whilst meeting outcomes like AHLS6-4 (NESA, 2017).

Figure 4. Gif of Archimedes screw - Lucretius (2022). Tenor

Figure 5. Model of a Roman water-powered grain-mill described by Vitruvius - Xvazquez (2007). Public Domain

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Potential Limitations

These examples demonstrate the value of constructionism in promoting processes of creativity and meaningful learning. Specifically, through problem-based learning that encourages innovation and the exploration of new ideas. Makerspaces are one such manifestation of these constructionist principles whose implementation promises greater outcomes for student creativity and meaningful learning.

From its recency however, evidence for effective frameworks remain limited, exacerbating the required professional development necessary for teachers to effectively scaffold makerspace lessons (Bower et al. 2020). Regardless, the affordances of constructionist approaches to fostering creativity and learning amongst students are clear, particularly through the effective use of relevant technology.

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References

Bower, M., Stevenson, M., Hatzigianni, M., Falloon, G., & Forbes, A. (2020). Makerspaces Pedagogy – Supports and Constraints during 3D Design and 3D Printing Activities in Primary Schools. Educational Media International. Available at: https://www.tandfonline.com/doi/full/10.1080/09523987.2020.1744845

Lucretius (2022). Archimedes screw Gif. Tenor. Available at: https://tenor.com/view/archimedes-screw-screw-archimedes-irrigation-water-transportation-gif-27126854

Mersand, S. (2021). The state of makerspace research: A review of the literature. TechTrends, 65(2), 174-186.

NSW Education Standards Authority (2017) Stage 6 History: Life Skills Syllabus. Available at: https://www.educationstandards.nsw.edu.au/wps/wcm/connect/8d250081-96d9-4ded-a18d-3bbeb5377c99/ancient-history-life-skills-stage-6-syllabus-2017.pdf?MOD=AJPERES&CVID=

Papert, S. (1986). Constructionism: A new opportunity for elementary science education. Massachusetts Institute of Technology, Media Laboratory, Epistemology and Learning Group.

Sheridan, K., Halverson, E. R., Litts, B., Brahms, L., Jacobs-Priebe, L., & Owens, T. (2014). Learning in the making: A comparative case study of three makerspaces. Harvard Educational Review, 84(4), 505-531.

Xvazquez (2007). Model of a Roman water-powered grain-mill described by Vitruvius. Public Domain. Available at: https://commons.wikimedia.org/wiki/File:Roda_de_Vitruvi.jpg