شبكة المعلومات العربية التربوية

At its basic level, a Makerspace is viewed as a learning space equipped with tools and materials with which people of all ages can produce useful and meaningful products through social interactions and problem solving. In this study, we aimed at identifying the components of a KG1 maker-centered classroom, investigating the effects of a maker-centered unit on second-graders, and exploring the reasons of the lack of makercentered classrooms at the lower elementary level. The form and function of a KG1 maker-centered classroom was observed, using three distinct checklists over four weeks of observations. One checklist focused on the children’s conduct in the Makerspace, another targeted the role of the teachers and students, while the third checklist was dedicated to studying the physical environment of the Makerspace. A Maker-centered unit was designed and implemented in a grade-2 classroom to study its effect on students’ learning. Data were collected and later analyzed using researcher’s anecdotal records, an evaluation rubric and students’ making journals. Finally, teachers and administrators were interviewed to get a glimpse their perceptions of Makerspaces in the lower elementary classroom. Content analysis was used to study the transcripts of the interviews. From the observations, we learned that the KG1 classroom couldn’t be labeled as a maker-centered classroom due to the lack of teacher involvement and purpose. The findings showed that the maker-centered instructional unit implemented in grade 2 promoted students’ problem solving abilities. The interviews with teachers and administrators showed that they all had a positive attitude towards Makerspaces, however several challenges need to be addressed before a Makerspace can be implemented at the lower elementary level. (Author’s abstract)