From Quantitative Findings to Qualitative Insights

Understanding Educational Logics in Makerspaces within an Extended 4C Framework

Abstract

Building on a quantitative survey of 147 makerspaces in Germany that examined educational goals and methodological practices within an extended 4C skills framework, this paper presents a qualitative follow-up study. The preceding study revealed a strong emphasis on action-oriented goals such as technical skills and creativity, a comparatively lower relevance of computational thinking, and a predominant use of open formats such as open making and project-based learning. While these findings describe central patterns across makerspaces, they leave open questions regarding the educational rationales and interpretations underlying these priorities. The aim of this study is to deepen and contextualize the quantitative findings by reconstructing educational logics in makerspaces through guided expert interviews with Maker educators. The qualitative study follows an explanatory mixed-methods design and examines how skills within the extended 4C framework are conceptually understood, pedagogically justified, and enacted in practice. A central contribution of this paper is the development and theoretical grounding of an interview guide derived from the extended 4C framework and systematically linked to the results of the preceding quantitative study. The paper presents the methodological design, the structure and validation of the interview guide, and reflections from its pretesting. By linking quantitative patterns with qualitative insights, the study contributes to a more differentiated understanding of competence development and educational practices in makerspaces within technology education.