An adjacent corridor served as an improvised spatial expansion of the makerspace mediating students' knowledge practices¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2023: local conditions change quickly

Subclaims¶

q2 i? Students' relocation of making to the corridor functioned as an improvised spatial expansion supporting interaction, embodied action, and the knowledge practices. → Anu Kajamaa & Kristiina Kumpulainen 2020

Evidence¶

Anu Kajamaa & Kristiina Kumpulainen 2020¶

Anu Kajamaa & Kristiina Kumpulainen. (2020). Students' multimodal knowledge practices in a makerspace learning environment. International Journal of Computer-Supported Collaborative Learning (2020) 15:411–444. https://doi.org/10.1007/s11412-020-09337-z

q2 · i? · qualitative · r2

Episode-level qualitative finding from the boys' Laser Defender work: after judging the computer lab unsuitable, Alex and Leo moved to the corridor, sat closely together on the floor, and proceeded with the challenge. The article states "it can be viewed as an improvised spatial expansion for the makerspace". No quantitative measures reported.

"In this episode, the corridor as a physical space played an especially pivotal role in mediating the students ' interactions and knowledge practices, and it can be viewed as an improvised spatial expansion for the makerspace"

Discussion¶

Related Claims¶

• Students' makerspace knowledge practices are mediated multimodally by discourse, materials, embodied actions, and physical space — a broader claim this one bears on
• Students in a school-based makerspace enact four intertwined multimodal knowledge practices combining embodied action, talk, space and artifact use — a broader claim this one bears on
• Cumulative, disputational, and exploratory talk types together mediated students' enactment of makerspace knowledge practices — related