Constructivism Grant Proposal Makerspaces
Constructivism Grant Proposal Makerspaces
Constructivism Grant Proposal Makerspaces
I. Overview
The University of San Francisco School of Education is undertaking a new
initiative, the Makerspace Collaborative. The schools goal is to develop a
student-centered makerspace facilitated by School of Education (SOE) graduate
students in the Digital Technologies for Teaching and Learning program to
promote STEM-rich learning among at-risk K-12 students in the San Francisco
Bay Area. Defined simply, makerspaces are community-oriented workshops with
various tools. They combine manufacturing equipment, community, and
education to prototype and create manufactured works that wouldnt be possible
to create with the resources available to individuals alone. With the appropriate
tools and constructivist foundations in place, makerspace environments allow for
the enhancement of STEM-based learning. The university is eager to become a
more sophisticated player in the growing Maker Movement and promotion of
accessible STEM-rich learning among our youth.
II. Organizational Background
The University of San Francisco (USF) promotes an all-encompassing, studentcentered education for our twenty-first century students. The faculty and students
who are a part of the universitys School of Education are scholars and social
justice advocates engaged within the diverse San Francisco Bay area and
beyond. With over twenty masters and doctoral programs, our students seek to
make an impact and are committed to serving those most in need.
An integral part of USFs mission is to create a culture of learning through
innovative environments, programs, and tools that help people nurture their
curiosity about the world around them. The Digital Technologies for Teaching and
Learning (DTTL) master's program provides classroom teachers, technology
coaches, and instructional designers with innovative ways to integrate relevant
twenty-first century technology with sound pedagogical practice. The program is
designed for educators in formal and informal learning environments who are
excited about the potential technology offers for increasing student learning and
want to extend their skills for implementing relevant technology-enhanced
activities in their own learning environments. In keeping with USFs mission, the
students enrolled in the DTTL program would design, implement, and facilitate
the Makerspace Collaborative as a part of their masters coursework.
III. Project Rationale
1. Embracing Making as a New Learning Landscape
Fundamental shifts over the last decade have broadly changed the educational
landscape. Making, tinkering, and engineering are ways of knowing that should
be visible in all learning environments. In a makerspace, these processes may be
defined loosely:
Making is about the active role construction plays in learning. The maker
has a product in mind when working with tools and materials.
The rise of the Maker Movement has popularized the idea that people possess
the potential to become makers, not just consumers. Making is about the act of
creation with new and familiar materials. Making something is a powerful,
personal expression of intellect. It creates ownership even when what you make
isnt perfect (Libow-Martinez & Stager, 2013). Researchers have identified The
IKEA Effect in which people who make things value their creations, even flawed
creations, more than the same things created perfectly by experts (Norton,
Mochon, & Ariely, 2011). This personal connection allows makerspace
environments to be sites of authentic learning where students can make direct
real-life connections to their creations.
2. Makerspace Tinkering to Address Inequities in Computer Science and
STEM Education
Major American technology companies have recently come under scrutiny for
their lack of employee diversity, a problem plaguing STEM and computing fields
more generally (National Science Foundation 2012; Constine, 2014). The
educational pipeline supporting entry into these jobs reflects similar trends; few
females, Latino/as, African Americans, and Native Americans pursue high school
Advanced Placement Computer Science or computing bachelors, masters, and
doctoral degrees (Yettick, 2014; Zweben & Bizot, 2014). This
underrepresentation is not due to lack of interest. Research demonstrates that,
based on race, gender, and socioeconomic class, students have unequal access
to quality curricula and pedagogy that engage youth in robust computational
thinking practices (Margolis, Estrella, Goode, Jellison-Holme, & Nao, 2008;
Barron 2004; Warschauer 2000, 2003). Addressing this problem is imperative for
ensuring that all students can fully participate in civic life and career pathways.
STEM-rich tinkering has been identified as a means to address these types of
educational inequities (Honey & Kanter, 2013; Martinez & Stager, 2013;
Vossoughi, Escude, Kong & Hooper, 2013). Tinkering is a playful, collaborative,
and problem-solving approach to STEM-rich learning that places a low barrier of
entry for people to engage in STEM phenomena and modes of inquiry (Peppler &
Kafia, 2007l Petruch, Wilkinson & Bevan, 2012). Furthermore, tinkering-based
learning connects students everyday interests and experiences from in-school
and out-of-school environments, serving as an important means for making
academic ideas and practices more accessible to diverse youth (Resnick &
Rosenbaum, 2013; Blikstein, 2013; Martin & Dixon, 2013). Tinkering activities
and accompanying pedagogical strategies allow students to use a wide variety of
complex ideas and materials to achieve imaginative solutions that can
incorporate diverse ways of knowing (Vossoughi & Bevan, 2014).
In a makerspace, the learners peers and the facilitator would take on the role of
MKO (Lake, 2012). The space itself is a social learning setting in which the group
constructs knowledge. Some makerspace facilitators will institute a system where
students are required to ask a buddy any questions they might run into before
asking the facilitator for assistance, thus reinforcing a scaffolding model (Grand
Center for Arts Academy, St. Louis, MO).
3.3. Seymour Papert and Constructionism
Seymour Papert elaborated further on constructivist theories to define
constructionism:
From constructivist theories of psychology, we take a view of learning as a
reconstruction rather than as a transmission of knowledge. Then we
extend the idea of manipulative materials to the idea that learning is most
effective when part of an activity the learner experiences as constructing a
meaningful product. (Papert, 1986)
Paperts constructionism takes constructivist theory a step further towards action.
Although the learning happens inside of the learners head, this happens most
reliably when the learner is engaged in a personally meaningful activity outside of
their head that makes the learning real and shareable. This shareable
construction may take the form of a robot, musical composition, website, etc. The
principles of constructionism most directly align with the educational mission of
makerspaces:
Learning occurs when students construct some type of artifact that they
can reflect on and share with others.
Students learn by doing and making in public.
The collaborative process includes getting feedback from peers, not just
from teachers.
2. Mission
At least 500 K-12 grade students engage in Introductory (Level 1) courses in
coding, robotics, 3D CAD design and printing, and making/design thinking per
year. Engage at least 100 students per year in Advanced (Level 2+) STEM
courses.
3. Implementation
The Makerspace after-school programs will run in approximately 8 week cycles,
beginning with an open house, followed by 2 week courses in making/design
thinking, coding, robotics, and 3D CAD design/printing. The cycle will conclude
with a celebration/reflection the following week. Instruction for courses will come
from:
4. Student Assessment
Students who complete all three Introductory courses will earn a badge that will
connect with the Advanced badges R(obotics), M(aking), C(oding),
3D(design/printing). Advanced badges do not need to be earned consecutively or
in a particular order.
5. Cycle
Open House
Celebration/Reflection
V. Project Timeline
Figure 1. Proposed budget for Basic Kid Makerspace and Bigger Kid Makerspace.
In addition, USF educators and graduate students will gain new ways of seeing
student engagement with computational thinking through makerspace tinkering
pedagogy. These teaching practices place students interests at the center of
problem posing, the cornerstone of teaching computational thinking identified by
the National Research Council (2011). The outcomes of this project provide
important perspective regarding educators role supporting non-dominant and
diverse learners access to academic learning with connections to non-academic
contexts through afterschool programs. Furthermore, a new community of
learners will be establishes among the network of educators and graduate
students participating in this project. This professional community will support
continued growth and expansion of professional development across formal and
informal contexts.
VII. Conclusion
Business leaders, politicians, and futurists all agree that creativity and STEMbased making are top priorities for todays young people. President Barack
Obama addressed the important of makerspace learning in a 2013 speech at the
White House:
I want us all to think about new and creative ways to engage young people
in science and engineering, whether its science festivals, robotics
competitions, fairs that encourage young people to create and build and
inventto be makers of things, not just consumers of things (President
Barack Obama, White House Hangout: The Maker Movement, 2013).
These creative ways for engaging young people are comprised of project-based,
problem-based, and inquiry learning. Studies comparing learning outcomes for
students taught via project-based learning vs. traditional instruction show that
wen implemented well, project-based learning increases long-term retention of
content, helps students perform as well as or better than traditional learners in
high-stakes tests, improves problem-solving and collaboration skills, and
improves students attitudes towards learning (Vega, 2012). Edutopia PBL
Research. Project-based learning and inquiry-based strategies have been shown
to raise student science and math achievement. (Gordon, Rogers, Comfort,
Gavula, & McGee, 2001; Schneider, Krajcik, Marx, & Soloway, 2002). A study
following elementary school teachers who were learning how to integrate design
and project-based learning into math and science found significant results:
Their students became active learners and problem solvers. Indeed, their
critical thinking skills, as evidenced by their ability to pose problems, seek
answers, and test solutions, expanded and extended to other curriculum
units. Their confidence increased, as they had to take responsibility for
their own learning, becoming capable of researching, and finding answers
to questions they posed for themselves. The questions became more
complex and interrelated. No longer were curriculum areas isolated;
mathematics, reading, writing, and science are connected through design.
One of the most significant results from units centered on design is the
benefit it has for inclusion students or students with special needs. All of
the teachers who found that their inclusion students benefitted from the
experience, in ways they has not from traditional classroom learning
activities, realized that the design process enfranchises a variety of
learning styles, from the traditional academic instruction to the creative
and eclectic. (Koch & Burchardt, 2002)
Makerspaces offer rich potential to change the ways in which we inspire learning
in our students today and change the way learners learn.