Makerspace and Reflective Practice: Advancing Pre-service Teachers in STEM Education - Article 2 - 2017

Oct 15, 2026

The Makerspace phenomenon has evolved into three accessible types: dedicated, distributed, and mobile. The study reports a purpose-driven Makerspace designed to strengthen confidence and ability of primary education students in STEM. Framed by a newly validated professional learning model, the research follows nine female pre-service teacher students and 71 schoolgirls in Years 5 and 6, focusing on their progress, reflections, and insights into learning and development as future teachers.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Background

STEM education integration challenges

Renewed national momentum for STEM

Makerspace in STEM

Definition and purpose

Makerspaces as community and innovation spaces

Australian Journal of Teacher Education | Volume 42 | Issue 3 | Article 2 | | --- | --- | | 2017
Makerspace and Reflective Practice: Advancing Pre-service Teachers in STEM Education
Susan Blackley
Curtin University, [susan.blackley@curtin.edu.au](susan.blackley@curtin.edu.au)
Rachel Sheffield
Curtin University, [rachel.sheffield@curtin.edu.au](rachel.sheffield@curtin.edu.au)
Nicoleta Maynard
Curtin University, [n.maynard@curtin.edu.au](n.maynard@curtin.edu.au)
Rekha Koul
Curtin University, [r.koul@curtin.edu.au](r.koul@curtin.edu.au)
Rebecca Walker
Curtin University, [rebecca.m.walker@curtin.edu.au](rebecca.m.walker@curtin.edu.au) | | Recommended Citation Blackley, S., Sheffield, R., Maynard, N., Koul, R., & Walker, R. (2017). Makerspace and Reflective Practice: Advancing Pre-service Teachers in STEM Education. Australian Journal of Teacher Education, 42 (3). [http://dx.doi.org/10.14221/ajte.2017v42n3.2](http://dx.doi.org/10.14221/ajte.2017v42n3.2) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol42/iss3/2](http://ro.ecu.edu.au/ajte/vol42/iss3/2) Australian Journal of Teacher Education Makerspace and Reflective Practice: Advancing Pre-service Teachers in STEM Education Susan Blackley Rachel Sheffield Nicoleta Maynard Rekha Koul Rebecca Walker Curtin University Abstract: The Makerspace phenomenon has morphed into three readily identifiable types characterised by accessibility: dedicated, distributed, and mobile. The research presented in this paper describes a type of Makerspace that is defined by its purpose: to improve the confidence and ability ofprimary education students in STEM education. This approach is innovative and timely given the renewed interest and investment of the federal and state governments into STEM education. A new model of professional learning that is currently being validated in an extended, funded project framed this research that involved 9 female teacher education students and 71 schoolgirls in Years 5 and 6. Whilst a large set of qualitative data was collected, this paper reports on the progress and reflections of the teacher education students, and shares insights into their personal learning and development as teachers. Background Research has shown that over the 15 years since its inception, Science, Technology, Engineering, and Mathematics (STEM) continue to be taught separately in subject silos in schools (Blackley & Howell, 2015), and there is little or no integration or connections between the silos to emulate how professionals in the fields actually work. The desire and perceived need for increased numbers of students opting for STEM subjects in senior secondary and tertiary STEM-related courses have been a challenge for educators globally (Chubb, 2015) . Currently, there is renewed momentum for a national focus on STEM education in schools (Education Council, 2015) . In the Health of Australian Science, the Office of the Chief Scientist (2012) advocated developing a culture in which STEM education is appreciated and both students and the teachers feel valued. STEM education can promote skills that are relevant in our information-rich 21st century Western economy, such as problem solving and evidence-based thinking. The creative and analytical talents of STEM graduates can be harnessed in business and other sectors, as well as in academic research. Australian STEM graduates in a wide range of careers report that their STEM knowledge and skills are helpful in both their work and personal lives (Harris, 2012) . Furthermore, because the problem of declining numbers in student preferences in STEM is a national concern, young people’s interest in STEM needs to be stimulated and maintained throughout schooling so that they choose to continue with studies in these fields at the university level and ultimately the skills shortage is redressed (Australian National Engineer

FAQs

What types of Makerspace does the paper identify?

The paper describes three types characterised by accessibility: dedicated, distributed, and mobile.

What is the purpose of the Makerspace described in this study?

It is defined by its purpose to improve the confidence and ability of primary education students in STEM education.

How did the research gather insights from participants?

Although a large set of qualitative data was collected, the paper reports on the progress and reflections of the teacher education students and shares insights into their learning and development as teachers.

Oct 15, 2026

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