Exploring Facilitators’ Beliefs of ‘Making’ in German Makerspaces

Abstract

Making activities for children and teenagers are offered in a variety of settings and formats. They are primarily designed and offered by so-called makerspace facilitators. Despite their relevance for such educational activities, little is known about the beliefs of these facilitators. This paper presents initial, preliminary findings based on a subset of the sample (n = 6). In particular, it explores the question: "What understanding do makerspace facilitators have of making?"

The results indicate that makerspace facilitators describe both a narrow, technology-focused understanding of making and a broader perspective, with the technical dimension predominating. Furthermore, making occurs in three context-dependent forms: as a single act in guided making activities, as a transition from an act to process within these making activities, and as a complex process in free projects.

These findings contribute to ongoing discussions in maker education regarding the conceptualization of making. The results provide a starting point for investigating, for example, the influence of technologies and resources in makerspaces on facilitators’ beliefs. Moreover, they not only contribute to a deeper understanding of makerspace facilitators’ beliefs, but also serve as a foundation for further research into the relationship between facilitators’ beliefs and their pedagogical practices, as well as the didactic innovation potential of making for existing approaches for formal technology education.