Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7573
Title: Student Perceptions in a Formal Makerspace: A Case Study of Two High School Senior Students and their Collaboration on a Computer-Aided Design Project
Authors: Lilly, Sarah
Shepherd, Sarah
McAlister, Anne M.
Chiu, Jennifer L.
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Lilly, S., Shepherd, S., McAlister, A. M., & Chiu, J. L. (2021). Student Perceptions in a Formal Makerspace: A Case Study of Two High School Senior Students and their Collaboration on a Computer-Aided Design Project. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 749-752). Bochum, Germany: International Society of the Learning Sciences.
Abstract: While collaboration is a major theme across makerspace studies (Papavlasopoulou et al., 2017), few studies consider how students perceive collaboration within makerspaces. This single case study explores secondary students’ perceptions of their collaborative experiences while working on a computer-aided design project in a formal makerspace. Survey, observation, and interview data were collected and qualitatively coded. Findings demonstrate how a student with technical expertise can take on increasing ownership of a peer’s project and limit learning opportunities for the partner student. Implications include how teachers can orchestrate and monitor collaborative relationships to support students’ success and agency in formal makerspaces.
URI: https://doi.dx.org/10.22318/icls2021.749
https://repository.isls.org//handle/1/7573
Appears in Collections:ISLS Annual Meeting 2021

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