Embodied Learning in Makerspaces

Abstract

Maker spaces (MS) are an emerging learning space, where students learn ‘embodied’ ideas and skills, which are different from those learn ed in theory class es and laboratories. Existing analysis of the nature of learning in MS is mostly descriptive. Here we seek to develop a cognitive account of the nature of learning in MS. We first outline two mechanisms from embodied cognition (EC) studies. We then illustrate how these mechanisms could advance our understandin g of the ‘building cognition’ involved in MS, and the way it is extended by the making process. To illustrate the use of this analysis, we briefly outline the complex building cognition involved in three frontier making practices. We suggest that our EC ana lysis could help redesign MS in new ways, to support such making practices.