BLOG 6 | Constructionism and the Maker Movement

What is the Make Movement?

The emergence of fabrication and communication technologies has given rise to a new trend known as the maker movement, which revolves around the fundamental human activity of creation (Schad & Jones, 2019).

Makerspaces provide an environment for learners to actively participate in the physical creation of objects with the aid of both digital and analog technologies which serve as a crucial intersection between STEM content areas and maker-centred learning (Martin, 2015) . As a result, makerspaces have become the embodiment of the fundamental principles of the makers movement, leading to their widespread adoption in schools, libraries, and other informal learning environments.

How to: Maker Movement in the Classroom

Constructivism theory suggests that learners are active constructors of knowledge, rather than passive recipients of information. As individuals interact with their surroundings and reflect on their experiences, they integrate fresh insights and information into their existing knowledge frameworks, creating their own unique representations of the world (Almulla, 2023).

A great way to integrate constructionism and the maker movement in the classroom is through the use of 3D pens. Not only does this foster creativity with students but also fosters collaboration and critical thinking (Ho et al., 2014). 3D design in the classroom is an emergent technology that can be utilised in a number of Key Learning Areas (KLA's).

3D pens utilise heated plastic to create 3D models for the user as they enhance their fine motor skills, recreating objects from their imagination into real life!

Figure 1: Myself and a group of girls from OCD 1 collaborating with the 3D pen. (Author's original image. Rabi, 2023)

Figure 2: A close up of myself playing around with the 3D pen, recreating a triangular shape. (Author's original image. Rabi, 2023)

3D pens can foster constructivism in the classroom as teachers can utilise the Engineering Design Process (EDUC3620 lecture Bower & Boyd, 2023).

1) Identify the problem

2) Design

3) Build

4) Program

5) Test

6) Share

A lesson might be based around a Design and Technology subject in secondary schooling. The teacher will provide students with a problem to identify, working around a list of ideas and topics that the teacher will provide in order to scaffold their thinking.

Students will be given time to design the solution to the identified problem, which will then lead to the course of building, programming and testing the designs. The final step will be to share their work to the class as they discuss the advantages and disadvantages they had during the entire process.

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References

Almulla, M. A. (2023). Constructivism learning theory: A paradigm for students’ critical thinking, creativity, and problem solving to affect academic performance in higher education. Cogent Education, 10(1). https://doi.org/10.1080/2331186x.2023.2172929

Ho, V.-T., Nakamori, Y., Ho, T.-B., & Lim, C. P. (2014). Blended learning model on hands-on approach for in-service secondary school teachers: Combination of E-learning and face-to-face discussion. Education and Information Technologies, 21(1), 185–208. https://doi.org/10.1007/s10639-014-9315-y

Martin, L. (2015). The Promise of the Maker Movement for Education. Journal of Pre-College Engineering Education Research (J-PEER), 5(1). https://doi.org/10.7771/2157-9288.1099

Schad, M., & Jones, W. M. (2019). The Maker Movement and Education: A Systematic Review of the Literature. Journal of Research on Technology in Education, 52(1), 65–78. https://doi.org/10.1080/15391523.2019.1688739