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Despite the increasing demand for non-formal science learning activities, few studies report on practitioners' perspectives and experiences with designing and implementing such activities worldwide. This paper focuses on their challenges by drawing upon twenty-two interviews with practitioners involved in diverse science learning activities in vari...
The COVID-19 pandemic is challenging for Fab Labs and makerspaces where the use of digital fabrication machines and working with physical materials in collaboration with others are at the heart of the activities. We have been actively promoting children’s technology education both by training local teachers and by working with children themselves....
Cultivating children’s Maker mindset by facilitating their involvement in Makerspaces is recognized by researchers around the world as a topic worth investigating. Previous studies have revealed several different roles for the adults involved; however, there is little elaboration on the characteristics and strategies associated with these roles. Th...
The importance of familiarizing children with the Maker Movement, Makerspaces and Maker mindset has been acknowledged. In this literature review, we examine the complex social action of children, aged from 7 to 17 (K-12), engaging in technology Making activities as it is seen in the extant literature. The included papers contain empirical data from...
Inspired by the Maker Movement and attempts of integrating Making into formal education of children, we have examined how practice-oriented the research on Making and education is in Child-Computer Interaction field. Our results show that despite the growing interest practice-orientation is still weak. Making efforts rarely aim for longitudinal dur...
A long-term research effort in Oulu, Finland related to bringing designerly thinking, making, and digital fabrication to children, particularly to be taught as part of school curriculum but also in nonformal and informal contexts. The new curriculum for k-12 education in Finland offers very good possibilities for this integration as learning programming is included in the curriculum, as one of the tools to learn the "21st century skills." Our starting point is that we see design-based learning in general to give children a possibility to learn such skills that are needed more widely, but we also think that digital technology design and making skills are such that everybody will need in the future. Because of that, they should be taught at schools to everybody. We have worked with this topic for over ten years with local schools from different perspectives and with different actors: our research is practice-oriented and empowerment of all actors is in the heart of it.