Undergraduate Students Becoming Engineers: The Affordances of University-Based Makerspaces
Undergraduate Students Becoming Engineers: The Affordances of University-Based Makerspaces
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DOI：
10.3390/su13041670
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发表时间：
2021-02-01
期刊：
影响因子：
3.9
通讯作者：
Soto, Estefany
中科院分区：
文献类型：
--
作者：
Bouwma-Gearhart, Jana;Choi, Yoon Ha;Soto, Estefany
在过去的十年中，高等教育机构在校园中的创客空间显着增加，并将这些空间融入工程项目。然而，对大学创客空间的有效性的研究却很少。我们有助于这一新生的研究机构报告的结果从现象学研究的教师，员工和学生的看法有关六所大学的创客空间在美国。我们讨论的结果使用异构工程（工程实践的社会和技术方面的整合）的框架。创客空间的各种物理，气候和程序特征被解读为学生发展工程实践以及他们继续参与和坚持工程的启示。我们讨论了创客空间在帮助学生发展知识，技能和倾向，可能支持他们参加特别邪恶的社会问题，如可持续发展问题的潜力。我们为创客空间管理人员，工程项目负责人，教师和工作人员以及那些为教师和工作人员开发和提供专业发展的人提供了启示，以便更好地将创客空间纳入大学工程课程。
In the last decade, postsecondary institutions have seen a notable increase in makerspaces on their campuses and the integration of these spaces into engineering programs. Yet research into the efficacy of university-based makerspaces is sparse. We contribute to this nascent body of research in reporting on findings from a phenomenological study on the perceptions of faculty, staff, and students concerning six university-based makerspaces in the United States. We discuss the findings using a framework of heterogeneous engineering (integration of the social and technical aspects of engineering practice). Various physical, climate, and programmatic features of makerspaces were read as affordances for students' development of engineering practices and their continued participation and persistence in engineering. We discuss the potential of makerspaces in helping students develop knowledge, skills, and proclivities that may support their attending to especially wicked societal problems, such as issues of sustainability. We offer implications for makerspace administrators, engineering program leaders, faculty, and staff, as well as those developing and delivering professional development for faculty and staff, to better incorporate makerspaces into the university engineering curriculum.