Making sense of making: bringing a design and making project to school
Keisanen, Tiina; Kuure, Leena; Iivari, Netta; Kinnula, Marianne (2024-08-22)
Taylor & Francis
22.08.2024
Keisanen, T., Kuure, L., Iivari, N., & Kinnula, M. (2024). Making sense of making: bringing a design and making project to school. Classroom Discourse, 16(1), 68–86. https://doi.org/10.1080/19463014.2024.2391286
https://creativecommons.org/licenses/by/4.0/
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202408275601
https://urn.fi/URN:NBN:fi:oulu-202408275601
Tiivistelmä
Abstract
This study focuses on a design and making project carried out in a Finnish school and situated within the schedules of a multidisciplinary learning module and English as a foreign language. A group of technology students led the project as part of their university studies. Design and making are a recent development at school that allows the ideals of maker culture and school to converge. In this study, we analyse the sense making that emerged from this convergence during the project. The school participants were ninth graders, approx. 15 years old, working in teams. During the project, the teams ideated, planned, and produced artefacts envisioned to promote entrepreneurial goals for their professional future. The primary research materials include video recordings gathered from students’ work in the classroom and the digital fabrication lab (Fab Lab) as well as group interviews. Field notes provided additional support for the analysis. The research advanced through the cycles of engaging, navigating and changing the nexus of practice. Nexus analysis shed light on how participants’ pasts, interactions and discourses in place were shaping design and making at school. The study provides implications for guiding the design and making projects at school and inquiry-driven collaboration more generally.
This study focuses on a design and making project carried out in a Finnish school and situated within the schedules of a multidisciplinary learning module and English as a foreign language. A group of technology students led the project as part of their university studies. Design and making are a recent development at school that allows the ideals of maker culture and school to converge. In this study, we analyse the sense making that emerged from this convergence during the project. The school participants were ninth graders, approx. 15 years old, working in teams. During the project, the teams ideated, planned, and produced artefacts envisioned to promote entrepreneurial goals for their professional future. The primary research materials include video recordings gathered from students’ work in the classroom and the digital fabrication lab (Fab Lab) as well as group interviews. Field notes provided additional support for the analysis. The research advanced through the cycles of engaging, navigating and changing the nexus of practice. Nexus analysis shed light on how participants’ pasts, interactions and discourses in place were shaping design and making at school. The study provides implications for guiding the design and making projects at school and inquiry-driven collaboration more generally.
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