List of Tables and Figures

Tables

  1. 1.1 The primary and secondary benefits associated with maker-centered learning
  2. 2.1 Overview of strategies for designing maker-centered learning experiences and environments

Figures

  1. I.1 Young visitors to the 2014 World Maker Faire engage with an interactive LED exhibit at the New York Hall of Science.
  2. I.2 Young makers constructing a trash collecting net for an environmental science exploration at Park Day School in Oakland, California.
  3. I.3 In a tinkering class at Breakwater School in Portland, Maine, kindergarten students work together to build a geodesic dome.
  4. 1.1 Students in Tanya Kryukova's physics class at Lighthouse Community Charter School, in Oakland, California explore the physics of speakers.
  5. 1.2 Tatum Omari's first-grade students at North Oakland Community Charter School express how they identify as makers and inventors.
  6. 1.3 Fourth graders engage in a toy take-apart activity, discovering how mechanized toys work while embracing the idea that “nothing is precious.”
  7. 1.4 Students at the Corrales Community Library in New Mexico work with educators from the Parachute Factory to explore the properties of electricity using circuits, conductive thread, and LED lights.
  8. 1.5 A student at King Middle School in Portland, Maine, carefully chooses from a selection of chisels, making sure she uses the right tool for her wind turbine project.
  9. 2.1 Two young makers support each other as they learn about tools and materials.
  10. 2.2 At the Open Bench Project, a makerspace in Portland, Maine, teachers come in all shapes and sizes. Brought in as a local expert, 13-year-old Aidan is seen here facilitating an Arduino class for King Middle School science and math teachers.
  11. 2.3 Students work with a guest educator on a collaborative wind turbine project.
  12. 2.4 In the Tech Ed room at King Middle School, tools and materials are ready for making and tinkering opportunities.
  13. 2.5 A third grade student asks a friend for help as she explores the properties and stretching capacity of a new material.
  14. 2.6 Lighthouse Community Charter School teacher Amy Dobras facilitates a Grade 7-8 collaborative making project exploring identity, self-worth, and community.
  15. 2.7 After “making the rounds” and observing other groups' wind turbines, students in Gus Goodwin's technology education class discuss ways to incorporate what they have learned into their own model.
  16. 2.8 In its original configuration, the Tinkering Studio in San Francisco's Exploratorium offered rectangular tables for visitors to make things. After observing an unintended teacher-at-the-head-of-the-mentality, staff refurnished the space with round tables, thereby increasing the potential for distributed learning and teaching.
  17. 2.9 At Brightworks School in San Francisco, California, students' self-designed studio spaces include specific areas for sharing ideas and soliciting feedback. Here, a student seeks design advice from a friend.
  18. 2.10 In Ed Crandall's ninth-grade robotics class students look to each other for technological help and advice.
  19. 2.11 Staff at the Tinkering Studio model their own philosophy by experimenting with exhibition designs.
  20. 2.12 The Innovation Workshop at Park Day School was built after many conversations, surveys, and meetings involving school and broader community constituents.
  21. 2.13 Students working at Park Day School frequently use simple tools, like glue guns, to prototype their ideas with non-precious materials.
  22. 2.14 In many makerspaces, visibility of materials, tools, and projects in process are critical to how kids engage with the making and tinkering process.
  23. 3.1 Students build confidence and competence when given an opportunity to work with carpentry tools.
  24. 3.2 In a partnership between Emerson Elementary School and Park Day School, students build T-Stools to bring back for classroom use.
  25. 3.3 To convert the truck they acquired from gasoline to electric power, Roberto, Cesar, and Tomas had to make many modifications. Here, Cesar helps make room for the electric motor.
  26. 3.4 Students at Marymount School of New York take the initiative to do some online research to out how to import music from their iTunes into an Arduino-based device they are building.
  27. 3.5 Students look closely at environmental systems to design devices for taking trash out of the water as part of a larger unit on the effect of pollution in local waterways.
  28. 4.1 Students engage in some close looking at a screw as part of the Children's Innovation Project learning in Pittsburgh Public Schools.
  29. 4.2 Students at the Harvard Graduate School of Education consider the designed properties and inner workings of an old Smith-Corona typewriter.
  30. 4.3 Engaged in a making activity, a student from Emerson Elementary School pauses to examine the properties of the materials he's working with.
  31. 5.1 The Agency by Design pedagogical framework for developing a sensitivity to design foregrounds three interrelated maker capacities: looking closely, exploring complexity, and finding opportunity.
  32. 5.2 Students in Thi Bui's technology class at Oakland International High School look closely at a computer by taking it apart.
  33. 5.3 To better understand scientific principles behind light and electricity, a third-grade student in Renee Miller's class breaks down a light bulb into its individual elements.
  34. 5.4 Students in Alex Kane's fifth-grade class redesign their classroom workspace, starting with the furniture, after analyzing the benefits of student movement on the brain and overall health.
  35. 5.5 The proposed design for a maker campus at Oakland International High School.
  36. 5.6 A student in the woodworking shop looking closely while setting up the work space.
  37. 5.7 Kindergarten students in Carla Aiello's class map out the parts, people, and interactions associated with the system of making an apple pie.
  38. 5.8 Students at Propel McKeesport School in Pittsburgh begin to engage with the Agency by Design maker capacities by documenting the parts, purposes, and complexities of their balloon car prototypes.
  39. C.1 A young student fully engages all three maker capacities while working through a carpentry project.
  40. C.2 Exploration and experimentation in the maker-centered classroom can be made more accessible and equithrough the careful planning and facilitation of maker educators.
  41. C.3 A whimsical redesign created from the messy and evolving process of repurposing materials.
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