A Typology for Learning: Examining How Academic Makerspaces Support Learning for Students
A Typology for Learning: Examining How Academic Makerspaces Support Learning for Students
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学习类型学：研究学术创客空间如何支持学生学习
DOI：
10.1115/1.4062701
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发表时间：
2023
影响因子：
3.3
通讯作者：
Linsey, Julie
中科院分区：
文献类型：
--
作者：
Tomko, Megan;Alemán, Melissa;Nagel, Robert;Newstetter, Wendy;Linsey, Julie
尽管在课堂上研究工程设计学习方面取得了进展，但迄今为止，这些进展并没有解决大学创客空间中的实践、现实学习体验。我们特别感兴趣的是这些空间如何支持女性工程师作为设计师、学习者、制造商和社区成员。为了调查这一点，我们最初完成了两项定性访谈研究：(1) 对 5 名女学生进行了三系列基于现象学的深入访谈方法；(2) 对 15 名女学生进行了有针对性的单一访谈方案。使用扎根理论技术和编码方法对深入访谈进行分析，作为开发类型学的手段。为了探索研究结果更广泛的适用性，还完成了另外 19 次访谈（大城市大学的 5 名女性和 5 名男性；综合大学的 4 名女性和 5 名男性）。总体而言，创客空间被证实有助于为女学生提供多样化的技能，包括设计、制造、文化知识、失败、协作、信心、适应力、沟通管理和独创性。
While advances have been made in studying engineering design learning in the classroom, to date, such advances have not addressed hands-on, real-world learning experiences in university makerspaces. Our particular interest was how such spaces support women engineers as designers, learners, makers, and community members. To investigate this, we initially completed two qualitative interview studies:(1) a three-series in-depth phenomenologically based interview methodology with five women students and (2) a targeted, single interview protocol with 15 women students. The in-depth interviews were analyzed using grounded theory techniques and coding methods as a means to develop a typology. To explore the broader applicability of the findings, 19 additional interviews (five women and five men at Big City U.; four women and five men at Comprehensive U.) were also completed. Overall, makerspaces are confirmed to help provide women students with a diverse skillset that engages design, manufacturing, cultural knowledge, failure, collaboration, confidence, resilience, communication management, and ingenuity.