A Systematic Review of Pre-K–12 School-Based Makerspace Research

• In Event: AERA Virtual Poster Session 8
  In Poster Session: Research on the Complexity of Learning Environments

Abstract

In this systematic review, we examined research on school-based makerspaces, emergent but increasingly popular sites for instruction and learning in preK-12 settings. Through electronic database, hand, and ancestral searches, we identified 22 empirical studies in peer-reviewed journals and dissertations that reported preK-12 students’ learning outcomes after participating in school-based makerspace interventions. We found that school-based makerspace research is increasing and published internationally, with a majority of studies (n=13) conducted with middle and high school participants. Outcomes and interventions varied considerably across studies, demonstrating the disparate nature of school-based makerspace research. In the studies reviewed, equity-oriented approaches to designing makerspace activities and materials were emergent. Implications of our findings for planning makerspace instruction and future research on makerspace interventions are discussed.

Authors

• Robert Rouse, Southern Methodist University

• Amy Gillespie Rouse, University of Queensland