Students’ Funds of Knowledge and Knowledge Creation During STEM Learning in a Computer-supported Makerspace

Abstract

Despite increased research attention to novel design and making environments, often referred to as "makerspaces", students' funds of knowledge and knowledge creation are still a fairly unexplored issue in these contexts. To address this gap, we draw from sociocultural theorizing, with a specific interest in the notions of funds of knowledge and knowledge creation. We ask: how do the students' funds of knowledge mediate their knowledge creation during STEM learning in a novel computer-supported makerspace? Our findings indicate three forms of knowledge creation during STEM learning: "horizontal knowledge creation", "vertical knowledge creation", and "extended knowledge creation". Our work joins with the line of research focused on complex intersection between students' funds of knowledge and schooled knowledge in a third space. It makes visible how a novel computer-supported makerspace makes available a repertoire of digital, material and social resources that can advance the emergence of creative third spaces.