Making Activities for the Competency Development of School-Age Children
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| Title: | Making Activities for the Competency Development of School-Age Children |
|---|---|
| Language: | English |
| Authors: | Lee Cheng (ORCID |
| Source: | IEEE Transactions on Education. 2024 67(6):846-856. |
| Availability: | Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13 |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Foreign Countries, Elementary School Students, Secondary School Students, Creative Activities, Creative Development, Information Technology, Educational Technology, Competency Based Education, Nonschool Educational Programs, Nonformal Education, School Community Relationship, Partnerships in Education, Experiential Learning, 21st Century Skills, Youth Agencies, Workshops, Communication Skills, Skill Development, Creative Thinking |
| Geographic Terms: | Hong Kong |
| DOI: | 10.1109/TE.2024.3370109 |
| ISSN: | 0018-9359 1557-9638 |
| Abstract: | Contributions: This study examined the effectiveness of making activities in fostering the competency development of school-age children engaged in a making program. The findings suggest that community-based makerspaces can provide autonomous and informal learning experiences, facilitating their competence development. When integrated with formal learning in schools, these experiences can facilitate a well-rounded education that nurtures 21st century skills in the younger generation. Background: The making program, hosted by community youth centers in Hong Kong, comprised a series of five workshops. These workshops provided guidance throughout the creative processes, encouraging participants to invent artefacts under the theme of "smart design for living." Research Questions: What generic skills and other attributes can school-age children develop through making activities? What factors influence their development of generic skills and other attributes? What disparities emerged between their community-based and school-based making experiences? Methodology: The study utilized a mixed-method approach, encompassing of a pre- and post-test questionnaire survey involving school-age children who took part in the making workshops (N = 232), as well as semi-structured interviews with a subset of the participants (n = 25). Findings: Survey results revealed significant enhancements in participants' information technology skills, communication skills and divergent thinking, along with a favorable acceptance of the making tools. Pertinent topics related to competency development, including age-related effects, computer accessibility, and mobile device ownership, were examined and discussed within the context of the study. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1454703 |
| Database: | ERIC |
| Abstract: | Contributions: This study examined the effectiveness of making activities in fostering the competency development of school-age children engaged in a making program. The findings suggest that community-based makerspaces can provide autonomous and informal learning experiences, facilitating their competence development. When integrated with formal learning in schools, these experiences can facilitate a well-rounded education that nurtures 21st century skills in the younger generation. Background: The making program, hosted by community youth centers in Hong Kong, comprised a series of five workshops. These workshops provided guidance throughout the creative processes, encouraging participants to invent artefacts under the theme of "smart design for living." Research Questions: What generic skills and other attributes can school-age children develop through making activities? What factors influence their development of generic skills and other attributes? What disparities emerged between their community-based and school-based making experiences? Methodology: The study utilized a mixed-method approach, encompassing of a pre- and post-test questionnaire survey involving school-age children who took part in the making workshops (N = 232), as well as semi-structured interviews with a subset of the participants (n = 25). Findings: Survey results revealed significant enhancements in participants' information technology skills, communication skills and divergent thinking, along with a favorable acceptance of the making tools. Pertinent topics related to competency development, including age-related effects, computer accessibility, and mobile device ownership, were examined and discussed within the context of the study. |
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| ISSN: | 0018-9359 1557-9638 |
| DOI: | 10.1109/TE.2024.3370109 |
