Weiner, S., & Lande, M., & Jordan, S. S. (2018, June), What Have We "Learned" from Maker Education Research? A Learning Sciences-base Review of ASEE Literature on the Maker Movement   Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--31235

\bibitem{asee_peer_31235}
  Weiner, S., \& Lande, M., \& Jordan, S. S. (2018, June), \emph{What Have We "Learned" from Maker Education Research? A Learning Sciences-base Review of ASEE Literature on the Maker Movement }
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--31235

Steven Weiner, Micah Lande, and Shawn S. Jordan.  "What Have We "Learned" from Maker Education Research? A Learning Sciences-base Review of ASEE Literature on the Maker Movement ".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/31235 Internet.  12 Dec, 2024

\bibitem{asee_peer_31235}
  Steven Weiner, Micah Lande, and Shawn S. Jordan.
  "What Have We "Learned" from Maker Education Research? A Learning Sciences-base Review of ASEE Literature on the Maker Movement ".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/31235 Internet.  12 Dec, 2024

@INPROCEEDINGS{asee_peer_31235
author = "Steven Weiner, Micah Lande, and Shawn S. Jordan"
title = "What Have We "Learned" from Maker Education Research? A Learning Sciences-base Review of ASEE Literature on the Maker Movement "
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/31235}
number = {10.18260/1-2--31235}
}

TY  - CPAPER
AB  - Within the last ten years, the Maker Movement has had a significant effect on Science, Technology, Engineering and Mathematics (STEM) education. Growing in tandem with the interest in makerspaces, digital fabrication technology, and innovation-oriented curricula has been researchers’ desire to understand the pedagogical value of these efforts. Strategies have included measuring technological literacies, uncovering the links between Maker practices and professional engineering standards, and developing standards to capture the non-technical skills, such as self-efficacy and persistence, that Makers develop. 

The diffusion of Maker Education research has worked in favor of constructing diverse kinds of knowledge, but at the expense of developing coherent theory, pedagogy, and practice. Even within Engineering Education, the aims, theoretical approaches, and methods used to study Maker Education vary widely. Given that a significant body of literature has been amassed, we believe it is an opportune time to take stock of what has been learned through Maker Education research. As an initial step towards a larger multidisciplinary study, this paper will focus on assessing the state of Engineering Education literature on Maker Education and synthesizing it with theoretical frameworks established within Learning Sciences research. 



AU  - Steven Weiner
AU  - Micah Lande
AU  - Shawn S. Jordan
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - What Have We "Learned" from Maker Education Research? A Learning Sciences-base Review of ASEE Literature on the Maker Movement 
UR  - https://peer.asee.org/31235
DO  - 10.18260/1-2--31235
ER  -