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dc.contributor.authorTabarés, Raúl
dc.contributor.authorBoni, Alejandra
dc.date.accessioned2022-12-14T17:27:24Z
dc.date.available2022-12-14T17:27:24Z
dc.date.issued2022-04-19
dc.identifier.citationTabarés, R., Boni, A. Maker culture and its potential for STEM education. Int J Technol Des Educ (2022). https://doi.org/10.1007/s10798-021-09725-yen
dc.identifier.issn0957-7572en
dc.identifier.urihttp://hdl.handle.net/11556/1452
dc.description.abstractDuring the last decade, different values, tools and practices promoted by maker culture have been adopted in formal educational settings with the aim of reinvigorating Science, Technology, Engineering and Mathematics (STEM) education. Higher education institu tions (HEIs) have also engaged with maker culture to explore its potentialities regarding education, entrepreneurship and innovation. However, these collaborations with various stakeholders are not always smooth and educators need to deal with significant challenges that arise in these engagements, despite the problem-solving learning opportunities that they can offer their students. This paper presents the results of a case study that dealt with these issues through the establishment of an open and collaborative learning ecosystem (OCLE) between different educators, students and external stakeholders. The empirical work was based on thirty-three semi-structured interviews across four countries, eight focus groups and a final participatory workshop. The study argues that maker culture can offer several potentialities for pushing forward an integrative vision of STEM education as well as other disciplines from social sciences and humanities. An emphasis is placed on how tertiary education can benefit greatly from the adoption of OCLEs and how these communities of practices can encourage an education oriented to meeting societal chal lenges. The paper also warns that these kinds of interventions face significant organisa tional challenges in HEIs that demand significant institutional recognition and support to overcome this organisational resistance.en
dc.description.sponsorshipThis work has benefited from the funding received by the OD&M Erasmus + Programme of the EU under Project Number: 575063-EPP-1-2016-1-IT-EPPKA2-KA and project PID2019- 107251RB-100 granted by MCIN/AEI/en
dc.language.isoengen
dc.publisherSpringer Natureen
dc.titleMaker culture and its potential for STEM educationen
dc.typearticleen
dc.identifier.doi10.1007/s10798-021-09725-yen
dc.relation.projectIDinfo:eu-repo/grantAgreement/EC/OD&M Erasmus + Programme/575063-EPP-1-2016-1-IT-EPPKA2-KAen
dc.rights.accessRightsembargoedAccessen
dc.subject.keywordsMakerspacesen
dc.subject.keywordsSoft skillsen
dc.subject.keywordsSTEMen
dc.subject.keywordsMaker cultureen
dc.subject.keywordsExperiential learningen
dc.identifier.essn1573-1804en
dc.journal.titleInternational Journal of Technology and Design Educationen


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