The Maker Movement and Education: A Systematic Review of the Literature

Abstract

The maker movement has sparked interest from stakeholders in K12 educational institutions based on its emphasis on science, technology, engineering, and math (STEM) content areas. However, the interest has not yet culminated in clearly defined best practices for K12 student or teacher learning. This systematic review of literature aims to analyze the research to date associated with the maker movement in K12 education. Prominent research databases were searched for literature published about the maker movement in education between the years 2000 and 2018 so as to provide a current description of research on this topic.

Keywords:

• Maker movement
• K12
• maker-centered learning
• literature review

Additional information

Notes on contributors

Michael Schad

Michael Schad is a doctoral candidate in Curriculum, Culture, and Change at Virginia Commonwealth University. E-mail: [email protected]

W. Monty Jones

W. Monty Jones is an assistant professor in the Department of Teaching and Learning in the School of Education at Virginia Commonwealth University. E-mail: [email protected]