Learning in the Making: A Comparative Case Study of Three Makerspaces

Authors

Kimberly Sheridan, George Mason University
Erica Rosenfeld Halverson, University of Wisconsin-MadisonFollow
Breanne Krystine Litts, Utah State UniversityFollow
Lisa Brahms, Children's Museum of Pittsburgh
Lynette Jacobs-Priebe, University of Pittsburgh
Trevor John Owens, Library of Congress

Document Type

Article

Journal/Book Title/Conference

Harvard Educational Review

Volume

84

Issue

4

Publisher

Harvard University * Graduate School of Education

Publication Date

12-16-2014

First Page

505

Last Page

531

Abstract

Through a comparative case study, Sheridan and colleagues explore how makerspaces may function as learning environments. Drawing on field observations, interviews, and analysis of artifacts, videos, and other documents, the authors describe features of three makerspaces and how participants learn and develop through complex design and making practices. They describe how the makerspaces help individuals identify problems, build models, learn and apply skills, revise ideas, and share new knowledge with others. The authors conclude with a discussion of the implications of their findings for this emergent field.

Recommended Citation

Sheridan, K., Halverson, E., Litts, B. K., Brahms, L., Owens, T., & Priebe-Jacobs, L. (2014). Learning in the Making: A comparative case study of three makerspaces. Harvard Educational Review. 84(4), 505-531.