Teaching 21st Century Skills: Using STEM Makerspaces

✍ Scribed by Rekha B. Koul, Rachel Sheffield, Leonie McIlvenny

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 218
• Category: Library

✦ Synopsis

This book helps educators provide opportunities for their students to engage in creative and collaborative projects that blur the lines between subjects and promote problem-finding and problem-solving activities. It offers a global perspective on makerspaces through an Indian and Australian lens, illustrating the commonalities between the approach and the pedagogy in order to highlight the universal nature of these essential 21st-century skills. The book is particularly useful for science, technology and mathematics teachers, highlighting the potential of engaging in a more integrated curriculum approach to their specific discipline. It is of great interest to scholars whose research focuses on understanding 21st-century skills and how they can be taught and assessed in a school setting. It is an indispensable resource for teacher educators, school administrators, curriculum designers, policymakers and researchers in the field of science education.

✦ Table of Contents

Foreword
Acknowledgements
Contents
About the Authors
Part I About Makerspaces
1 The Story of Makerspace
1.1 The Beginning of Makerspaces
1.2 Makerspace Versus Maker Program
1.3 Makerspaces and Maslow’s Hierarchy of Needs
1.4 Makerspaces in a School Setting
1.5 Teacher Reflection
1.6 What Do Makerspaces Sound like?
1.7 Summary
2 Makerspaces and STEM—A Synergistic Partnership
2.1 Introduction
2.2 What is STEM?
2.3 Global Position of STEM
2.4 Defining STEM
2.5 STEM Concepts versus Skills
2.6 STEM Theoretical Framework
2.7 Challenges of STEM
2.8 STEM Pedagogies
2.9 Makerspace: Bridging the STEM Challenges
2.10 Summary
3 The World of Makerspaces
3.1 Introduction
3.2 Makerspace Examples
3.3 Makerspaces in Libraries
3.4 Makerspace at Curtin University, Western Australia
3.5 Summary
Part II Makerspaces and Pedagogy—Learning in a Makerspace
4 The Essential Twenty-First-Century Skill Set—Transversal Competencies
4.1 Introduction
4.2 What is in a Name?
4.3 Developing Competency Frameworks
4.4 The Challenge of Addressing Transversal Competencies within the Curriculum
4.5 How Makerspaces Support the Development of Transversal Competencies
4.6 Summary
5 Higher-Order Thinking in a Makerspace
5.1 Introduction
5.2 Thinking and Maslow’s Hierarchy of Cognitive Needs
5.3 Critical and Creative Thinking
5.4 Using Blooms’ Taxonomy as a Framework for Developing Higher-Order Thinking
5.5 Creating a Thinking Classroom/Makerspace
5.6 The Power of Questioning
5.7 Humour and Higher-Order Thinking
5.8 The Problem-Solving Process
5.9 Using Makerspace Design Process
5.10 Assessing Problem-Solving
Appendix
6 Developing Collaboration Skills in a Makerspace
6.1 Introduction
6.2 Collaboration as a Dynamic Process
6.3 Developing a Collaborative Makerspace Culture
6.4 Essentials Skills Developed in a Collaborative Makerspace
6.5 Operationalising the Collaboration BAR Model in the Classroom
6.6 Summary
7 Developing Communication Skills in a Makerspace
7.1 Introduction
7.2 Defining Communication
7.3 The Communication Process
7.4 Characteristics of Communication
7.5 How Makerspaces Can Help Develop Effective Communication in STEM
7.6 A Teacher’s Role in Developing Communication Skills
7.7 Teacher Questions to Support Students Communication
7.8 Case Study
7.9 Beyond Regular Communication
7.10 Summary
8 Developing Resilience in a Makerspace
8.1 Introduction
8.2 Resilience and Maslow’s Hierarchy of Needs
8.3 Language of Resilience
8.4 The Role of Teachers in Developing Resilience in a Makerspace
8.5 Reflective Strategies
8.6 Developing Resilience Through Effective Questioning
8.7 Assessment—Measuring Resilience
8.8 Case Study
8.9 Summary
Appendix
Part III Country Context
9 STEM, TVCs, and Makerspaces in the Indian Curriculum
9.1 Introduction
9.2 Transitioning Through the National Education Policy
9.3 STEM in the Indian Curriculum
9.4 Science and Mathematics Learning Outcomes
9.5 Activity: Pipeline Challenge—Part 1
9.6 Activity: Pipeline Challenge
9.7 Pipeline Challenge: Links to Science Curriculum
9.8 Pipeline Challenge: Links to Mathematics Curriculum
9.9 The NEP 2020 and Makerspaces
9.10 Makerspace is not Jugaad
9.11 Summary
10 STEM, TVCs, and Makerspaces in the Australian Curricula
10.1 The Australian Curriculum
10.2 STEM in the Australian Curriculum
10.3 Makerspace Activities that Link to the Australian Curriculum
10.4 Wigglebot Example Part 1
10.5 The Place of Transversal Competencies in the Australian Curriculum
10.6 Unpacking the General Capabilities
10.7 Wigglebot Example Part 2
10.8 Summary
11 Future-Proofing Makerspaces
11.1 Past, Present, and Future
11.2 The Evolution from Education 1.0 to Education 4.0
11.3 Makerspaces and Education 4.0
11.4 Virtual Makerspaces
11.5 Summary
Appendix
References