Supporting Learning in Museum Makerspaces: A National Framework
Supporting Learning in Museum Makerspaces: A National Framework
复制标题
支持博物馆创客空间的学习：国家框架
DOI：
10.1080/10598650.2020.1825590
复制
发表时间：
2020
影响因子：
0.6
通讯作者：
Lisa Brahms
中科院分区：
文献类型：
--
作者：
P. Wardrip;Lisa Brahms
近年来，全国各地的许多博物馆都建立或投入资源，为参观者实施Maker计划或MakerSpace。这些计划和空间服务于各种组织和/或计划目标，但从根本上说，它们是学习的场所。然而，尽管做出了越来越多的努力，该领域对如何在这些空间内支持学习知之甚少。本文提出了一个框架，为Maker程序和空间的设计和组织提供信息。这一框架是通过访问创客空间、采访创客教育工作者和研究人员并通过一系列研讨会获得反馈而制定的。该框架由三个元素组成：目的、人和部分。通过参与这些元素，我们声称博物馆可以为学习在基于制造者的学习体验中展开创造条件。
ABSTRACT In recent years, many museums across the country have established or invested resources to implement maker programs or makerspaces for their visitors. These programs and spaces serve a variety of organizational and/or programmatic goals, but fundamentally they serve as sites of learning. Yet, despite these growing efforts, the field knows relatively little about how to support learning within these spaces. This paper presents a framework to inform the design and organization of maker programs and spaces. This framework was developed through a process of visiting makerspaces, interviewing maker educators and researchers and receiving feedback through a series of workshops. The framework consists of three elements: purpose, people, and pieces and parts. By engaging in these elements, we claim that museums can foster the conditions for learning to unfold within maker-based learning experiences.