Abstract
In recent years Makerspace has developed within both online (Hackerspaces) and physical ‘spaces’ (Makerspaces) and provides students with opportunities for more open-ended learning experiences where they can ‘make’ and create. In open making teacher cannot control or direct the learning and with a crowded curriculum of facts and knowledge there is little time for open-ended making in schools. In India there is a strong focus on more traditional ways of teaching and learning including a transmissive approach of instruction from teacher to student. This paper posits that using a ‘directed’ or scaffolded Makerspace Approach to create a carefully defined product enables teachers or facilitators to bridge the gap between highly structured and open-ended pedagogical approaches to embed measurable STEM (science, technology, engineering and mathematics) knowledge and 21st century competencies into their program.. The paper examines how a Makerspace impacts on the learning and engagement of primary school students in India and explores the creating of several artefacts including: Wigglebots, Catapults, and Pipelines. The collected data demonstrated primary students’ engagement in, and enjoyment of, the Makerspace program. This paper develops and trials a STEM theoretical framework which resulted from the comparison of several existing frameworks to incorporate content knowledge and 21st century skills.
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