Evaluating the Benefit of the Maker Movement in K-12 STEM Education

Bart Taylor

Abstract


The Maker Movement is a community of enthusiasts who personify a do-it-yourself mentality and who embody the model of lifelong learning.  The community is comprised of hobbyists, tinkerers, engineers and artists who think critically to design, and engage in hand-on projects for learning and leisure.  There is a growing interest to incorporate this model of learning into K-12 education as a way to increase engagement in Science, Technology, Engineering, and Mathematics, or STEM, education through the use of Makerspace modeled laboratories.  This article will investigate three criteria in determining whether there is value in integrating the Maker Movement into classroom instruction: 1) perceptions of Makerspaces; 2) comparison of the Maker Movement to 21st Century Learning skills; and 3) the viability of school district implementation. 


Keywords


STEM; Maker; Maker Movement

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References


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ISSN  2378-0991 (online)