STEAM MAKERSPACE: REFLECTIONS FROM TEACHERS AND CHILDREN

Abstract

  Makerspaces function as dynamic learning environments abundant in stimuli that enhance and augment Science, Technology, Engineering, Art, and Mathematics (STEAM) education. These collaborative spaces serve as crucibles for children's learning where they gather, guided by their interests, to work, play, experiment, explore, and create in unison. This study endeavors to investigate teachers' perspectives on the utilization of STEAM makerspaces and further observe children's engagement within these contexts. Our research employed a phenomenological approach, a qualitative research methodology. Data were collected using nominal focus group interviews and direct observation techniques. The study findings underscored the significant role of STEAM makerspaces as stimulating learning environments. These spaces were found to foster children's creativity and imagination through the diverse range of materials they house. Furthermore, the comfortable and inclusive atmosphere within the STEAM makerspaces promoted a sense of belonging amongst the children, contributing to their social and emotional wellbeing. The study also emphasized that STEAM makerspaces cater to comprehensive developmental facets, specifically enhancing cognitive development, creativity, imagination, and self-confidence in children. Moreover, these innovative learning environments encourage active child participation, providing an array of opportunities for hands-on, experiential learning.