Students’ Funds of Knowledge and Knowledge Creation During STEM Learning in a Computer-supported Makerspace

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

Abstract

Despite increased research attention to novel design and making environments, often referred to as “makerspaces”, students’ funds of knowledge and knowledge creation are still a fairly unexplored issue in these contexts. To address this gap, we draw from sociocultural theorizing, with a specific interest in the notions of funds of knowledge and knowledge creation. We ask: how do the students’ funds of knowledge mediate their knowledge creation during STEM learning in a novel computer-supported makerspace? Our findings indicate three forms of knowledge creation during STEM learning: “horizontal knowledge creation”, “vertical knowledge creation”, and “extended knowledge creation”. Our work joins with the line of research focused on complex intersection between students’ funds of knowledge and schooled knowledge in a third space. It makes visible how a novel computer-supported makerspace makes available a repertoire of digital, material and social resources that can advance the emergence of creative third spaces.
Original languageEnglish
Title of host publicationA Wide Lens : Combining Embodied, Enactive, Extended, and Embedded Learning In Collaborative Settings,13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2
EditorsKristine Lund, Gerald P. Niccolai, Elise Lavoué, Cindy Hmelo-Silver, Gahgene Gweon, Michael Baker
Number of pages4
Volume2
Place of PublicationLyon
PublisherISLS International Society of the Learning Sciences
Publication date21 Jun 2019
Pages585-588
ISBN (Electronic)978-1-7324672-4-8
Publication statusPublished - 21 Jun 2019
MoE publication typeA4 Article in conference proceedings
EventInternational Conference on Computer Supported Collaborative Learning - Lyon, France
Duration: 17 Jun 201921 Jun 2019
http://cscl2019.com/

Publication series

NameComputer-Supported Collaborative Learning
ISSN (Electronic)1573-4552

Fields of Science

  • 516 Educational sciences

Cite this

Kajamaa, A., & Kumpulainen, K. (2019). Students’ Funds of Knowledge and Knowledge Creation During STEM Learning in a Computer-supported Makerspace. In K. Lund, G. P. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning In Collaborative Settings,13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (Vol. 2, pp. 585-588). (Computer-Supported Collaborative Learning). Lyon: ISLS International Society of the Learning Sciences.
Kajamaa, Anu ; Kumpulainen, Kristiina. / Students’ Funds of Knowledge and Knowledge Creation During STEM Learning in a Computer-supported Makerspace. A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning In Collaborative Settings,13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2. editor / Kristine Lund ; Gerald P. Niccolai ; Elise Lavoué ; Cindy Hmelo-Silver ; Gahgene Gweon ; Michael Baker. Vol. 2 Lyon : ISLS International Society of the Learning Sciences, 2019. pp. 585-588 (Computer-Supported Collaborative Learning).
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abstract = "Despite increased research attention to novel design and making environments, often referred to as “makerspaces”, students’ funds of knowledge and knowledge creation are still a fairly unexplored issue in these contexts. To address this gap, we draw from sociocultural theorizing, with a specific interest in the notions of funds of knowledge and knowledge creation. We ask: how do the students’ funds of knowledge mediate their knowledge creation during STEM learning in a novel computer-supported makerspace? Our findings indicate three forms of knowledge creation during STEM learning: “horizontal knowledge creation”, “vertical knowledge creation”, and “extended knowledge creation”. Our work joins with the line of research focused on complex intersection between students’ funds of knowledge and schooled knowledge in a third space. It makes visible how a novel computer-supported makerspace makes available a repertoire of digital, material and social resources that can advance the emergence of creative third spaces.",
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Kajamaa, A & Kumpulainen, K 2019, Students’ Funds of Knowledge and Knowledge Creation During STEM Learning in a Computer-supported Makerspace. in K Lund, GP Niccolai, E Lavoué, C Hmelo-Silver, G Gweon & M Baker (eds), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning In Collaborative Settings,13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2. vol. 2, Computer-Supported Collaborative Learning, ISLS International Society of the Learning Sciences, Lyon, pp. 585-588, Lyon, France, 17/06/2019.

Students’ Funds of Knowledge and Knowledge Creation During STEM Learning in a Computer-supported Makerspace. / Kajamaa, Anu; Kumpulainen, Kristiina.

A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning In Collaborative Settings,13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2. ed. / Kristine Lund; Gerald P. Niccolai; Elise Lavoué; Cindy Hmelo-Silver; Gahgene Gweon; Michael Baker. Vol. 2 Lyon : ISLS International Society of the Learning Sciences, 2019. p. 585-588 (Computer-Supported Collaborative Learning).

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

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N2 - Despite increased research attention to novel design and making environments, often referred to as “makerspaces”, students’ funds of knowledge and knowledge creation are still a fairly unexplored issue in these contexts. To address this gap, we draw from sociocultural theorizing, with a specific interest in the notions of funds of knowledge and knowledge creation. We ask: how do the students’ funds of knowledge mediate their knowledge creation during STEM learning in a novel computer-supported makerspace? Our findings indicate three forms of knowledge creation during STEM learning: “horizontal knowledge creation”, “vertical knowledge creation”, and “extended knowledge creation”. Our work joins with the line of research focused on complex intersection between students’ funds of knowledge and schooled knowledge in a third space. It makes visible how a novel computer-supported makerspace makes available a repertoire of digital, material and social resources that can advance the emergence of creative third spaces.

AB - Despite increased research attention to novel design and making environments, often referred to as “makerspaces”, students’ funds of knowledge and knowledge creation are still a fairly unexplored issue in these contexts. To address this gap, we draw from sociocultural theorizing, with a specific interest in the notions of funds of knowledge and knowledge creation. We ask: how do the students’ funds of knowledge mediate their knowledge creation during STEM learning in a novel computer-supported makerspace? Our findings indicate three forms of knowledge creation during STEM learning: “horizontal knowledge creation”, “vertical knowledge creation”, and “extended knowledge creation”. Our work joins with the line of research focused on complex intersection between students’ funds of knowledge and schooled knowledge in a third space. It makes visible how a novel computer-supported makerspace makes available a repertoire of digital, material and social resources that can advance the emergence of creative third spaces.

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Kajamaa A, Kumpulainen K. Students’ Funds of Knowledge and Knowledge Creation During STEM Learning in a Computer-supported Makerspace. In Lund K, Niccolai GP, Lavoué E, Hmelo-Silver C, Gweon G, Baker M, editors, A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning In Collaborative Settings,13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2. Vol. 2. Lyon: ISLS International Society of the Learning Sciences. 2019. p. 585-588. (Computer-Supported Collaborative Learning).