Building Knowledge Structures in Context: An Exploration of How Constructionism Principles Influence Engineering Student Learning Experiences in Academic Making Spaces
In this study, we explored how constructionism theory principles were integrated across six engineering academic making spaces to support student learning outcomes. Using a qualitative approach, we conducted a thematic analysis of semi-structured faculty and staff interviews. The data suggests that...
| Published in: | Education Sciences |
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| Main Authors: | , , , , |
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2022-10-01
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| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/12/11/733 |
| _version_ | 1850534969798033408 |
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| author | R. Jamaal Downey Kate Youmans Idalis Villanueva Alarcón Louis Nadelson Jana Bouwma-Gearhart |
| author_facet | R. Jamaal Downey Kate Youmans Idalis Villanueva Alarcón Louis Nadelson Jana Bouwma-Gearhart |
| author_sort | R. Jamaal Downey |
| collection | DOAJ |
| container_title | Education Sciences |
| description | In this study, we explored how constructionism theory principles were integrated across six engineering academic making spaces to support student learning outcomes. Using a qualitative approach, we conducted a thematic analysis of semi-structured faculty and staff interviews. The data suggests that engineering academic making spaces afford students with collaborative spaces for collective discovery centered around the application of manufacturing processes and professional practices. Furthermore, data indicates that both educators and staff play an integral role in guiding student learning, autonomy-building, and lifelong learning in these spaces. However, additional considerations around learning cultures, student-centered learning, and their connections to situated cognition and collaborative learning are needed. Findings and subsequent recommendations focus on using a constructionism lens to promote engineering students’ learning outcomes in academic making spaces. |
| format | Article |
| id | doaj-art-e415ee6b9ea5464fa5b7e2cce366db0f |
| institution | Directory of Open Access Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2022-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| spelling | doaj-art-e415ee6b9ea5464fa5b7e2cce366db0f2025-08-19T22:38:34ZengMDPI AGEducation Sciences2227-71022022-10-01121173310.3390/educsci12110733Building Knowledge Structures in Context: An Exploration of How Constructionism Principles Influence Engineering Student Learning Experiences in Academic Making SpacesR. Jamaal Downey0Kate Youmans1Idalis Villanueva Alarcón2Louis Nadelson3Jana Bouwma-Gearhart4Engineering Education Department, University of Florida, Gainesville, FL 32611, USAEngineering, Design, and Society Department, Colorado School of Mines, Golden, CO 80401, USAEngineering Education Department, University of Florida, Gainesville, FL 32611, USADepartment of Leadership Studies, University of Central Arkansas, Conway, AR 72035, USACollege of Education, Oregon State University, Corvallis, OR 97331, USAIn this study, we explored how constructionism theory principles were integrated across six engineering academic making spaces to support student learning outcomes. Using a qualitative approach, we conducted a thematic analysis of semi-structured faculty and staff interviews. The data suggests that engineering academic making spaces afford students with collaborative spaces for collective discovery centered around the application of manufacturing processes and professional practices. Furthermore, data indicates that both educators and staff play an integral role in guiding student learning, autonomy-building, and lifelong learning in these spaces. However, additional considerations around learning cultures, student-centered learning, and their connections to situated cognition and collaborative learning are needed. Findings and subsequent recommendations focus on using a constructionism lens to promote engineering students’ learning outcomes in academic making spaces.https://www.mdpi.com/2227-7102/12/11/733constructivismmaking spacesengineering educationfaculty development |
| spellingShingle | R. Jamaal Downey Kate Youmans Idalis Villanueva Alarcón Louis Nadelson Jana Bouwma-Gearhart Building Knowledge Structures in Context: An Exploration of How Constructionism Principles Influence Engineering Student Learning Experiences in Academic Making Spaces constructivism making spaces engineering education faculty development |
| title | Building Knowledge Structures in Context: An Exploration of How Constructionism Principles Influence Engineering Student Learning Experiences in Academic Making Spaces |
| title_full | Building Knowledge Structures in Context: An Exploration of How Constructionism Principles Influence Engineering Student Learning Experiences in Academic Making Spaces |
| title_fullStr | Building Knowledge Structures in Context: An Exploration of How Constructionism Principles Influence Engineering Student Learning Experiences in Academic Making Spaces |
| title_full_unstemmed | Building Knowledge Structures in Context: An Exploration of How Constructionism Principles Influence Engineering Student Learning Experiences in Academic Making Spaces |
| title_short | Building Knowledge Structures in Context: An Exploration of How Constructionism Principles Influence Engineering Student Learning Experiences in Academic Making Spaces |
| title_sort | building knowledge structures in context an exploration of how constructionism principles influence engineering student learning experiences in academic making spaces |
| topic | constructivism making spaces engineering education faculty development |
| url | https://www.mdpi.com/2227-7102/12/11/733 |
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