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How and what do we make through method? This paper imagines the processes of designing and carrying out socio-environmental research through the lens of a slow, creative craft form: sewing a patchworked piece from hand-dyed fabric samples. In doing so, it contributes to thinking about how methodologies are pieced and stitched together from multiple parts. Based on early findings from an extended research project exploring the practice of natural textile dyeing in the UK, I offer a range of textile processes for thinking through the creative dimensions of the doing of methodological work. The quilt-like piece I am attempting to make from plant-dyed fabric is at once the object, objective, and method in this study. I draw on auto-ethnographic reflections on my attempts to begin learning natural dyeing and sewing skills, suggesting piecing, stitching, and steeping may be useful, tactile metaphors for thinking through the early, often messy and uncertain stages of multi-sited and multi-method qualitative research. As such, I build on and extend recent discussions about 'patchwork ethnography', an approach recognising that the realities of ethnographic research in practice are often fragmented, non-linear, and intricately shaped by researchers' everyday lives and commitments. The paper also offers insight into the potentials and pitfalls of intentionally 'slow' scholarship that aims to disrupt the urgent temporalities of research projects as they are often imagined. [ABSTRACT FROM AUTHOR]

The early prediction of mental illnesses reduces the severity of the disease. The symptoms like poor concentration, unstable energy of the body, pressure, and loss of interest cause depression. A large-scale group decision making (LSGDM) method is proposed in this paper along with the ensemble classifier model by combining convolutional neural network (CNN), recurrent neural network (RNN), and long short-term memory (LSTM) for effective classification of depression, anxiety and stress (DAS) levels. The data is collected from the depression anxiety stress scale-42 (DASS-42) dataset for efficient classification and predictions of mental health problems. The min-max normalization is used to pre-process the data, and the feature selection is done for extracting informative features. The extracted features are provided as input to the ensemble classifier. The proposed LSGDM model maximizes the classification accuracy with the help of grid search CV hyperparameter tuning, and results in an accuracy of 98.88%, precision of 98.21%, recall of 99.62%, F1-Score of 98.90%, and MCC of 99.41%. The proposed LSGDM method gives superior results when compared to the existing machine learning (ML) based ensemble model, a principal component analysis along with modified fast correlation based filtering (PCA-mFCBF), and LSTM based RNN (LSTM-RNN). [ABSTRACT FROM AUTHOR]

Background: Poverty-related diseases (PRD) remain amongst the leading causes of death in children under-5 years in sub-Saharan Africa (SSA). Clinical practice guidelines (CPGs) based on the best available evidence are key to strengthening health systems and helping to enhance equitable health access for children under five. However, the CPG development process is complex and resource-intensive, with substantial scope for improving the process in SSA, which is the goal of the Global Evidence, Local Adaptation (GELA) project. The impact of research on PRD will be maximized through enhancing researchers and decision makers' capacity to use global research to develop locally relevant CPGs in the field of newborn and child health. The project will be implemented in three SSA countries, Malawi, South Africa and Nigeria, over a 3-year period. This research protocol is for the monitoring and evaluation work package of the project. The aim of this work package is to monitor the various GELA project activities and evaluate the influence these may have on evidence-informed decision-making and guideline adaptation capacities and processes. The specific project activities we will monitor include (1) our ongoing engagement with local stakeholders, (2) their capacity needs and development, (3) their understanding and use of evidence from reviews of qualitative research and, (4) their overall views and experiences of the project. Methods: We will use a longitudinal, mixed-methods study design, informed by an overarching project Theory of Change. A series of interconnected qualitative and quantitative data collections methods will be used, including knowledge translation tracking sheets and case studies, capacity assessment online surveys, user testing and in-depth interviews, and non-participant observations of project activities. Participants will comprise of project staff, members of the CPG panels and steering committees in Malawi, South Africa and Nigeria, as well as other local stakeholders in these three African countries. Discussion: Ongoing monitoring and evaluation will help ensure the relationship between researchers and stakeholders is supported from the project start. This can facilitate achievement of common goals and enable researchers in South Africa, Malawi and Nigeria to make adjustments to project activities to maximize stakeholder engagement and research utilization. Ethical approval has been provided by South African Medical Research Council Human Research Ethics Committee (EC015-7/2022); The College of Medicine Research and Ethics Committee, Malawi (P.07/22/3687); National Health Research Ethics Committee of Nigeria (01/01/2007). [ABSTRACT FROM AUTHOR]

Linguistic expressions are widely used to reflect the decision maker's evaluations more easily and clearly in the decision-making problems, The Double Hierarchy Hesitant Fuzzy Linguistic Term Set (DHHFLTS), an extension of linguistic expressions, helps the decision maker to reflect their hesitant evaluations in complex decision making problems using two different sets of linguistic terms. Correlation measurements are used as an important tool in making decisions by making comparative evaluations in complex decision making problems based on common criteria. In this study, a new method is proposed to improve the existing correlation measurement method using DHHFLTSs. The proposed method aims to increase the reflective power of hesitant thoughts in the evaluation process by including fuzzy linguistic expressions in the calculation process. In order to prove the validity of the proposed method, the original problem of choosing the most suitable player for the positions in football sport is considered as a Multi-Attribute Decision Making (MADM) problem. Correlation values and assignment results obtained from the proposed method are compared with the current method values. Consistency of results and values between methods reveals the validity of the proposed method. [ABSTRACT FROM AUTHOR]

Although research has touted the value of making in educational settings, scant work has been done in formal school contexts utilizing quantitative methods. This could be attributed to the various challenges in integrating making in school settings. To fill in the gap, this study presents an approach to integrate making into science classes at the 3rd to 5th grade levels in a U.S. public school for four consecutive years (2015–2019). We examined the effect of the program on students' self-beliefs (self-efficacy, motivation, and self-concept) using a longitudinal quasi-experimental design. We also examined the effect of making on students' knowledge and skills using state testing data. Results suggest that when averaged across post school year surveys, students in maker classes (vs. control) reported higher self-efficacy beliefs in science and making as well as more interests in STEM-related careers. Moreover, over two school years, we observed that students in the control group experienced declines on some of our variables while our maker students did not. Data thereby speaks to the potential value and promise of integrating making into formal school settings. Practical implications are discussed. [ABSTRACT FROM AUTHOR]

This paper considers the Early Neolithic phase of activity on an axehead quarry at the Eagle’s Nest, Lambay, a small island off the east coast of Ireland. The site is best known for activity in the later Neolithic and its cultural connections with the developed passage tomb tradition. One area of the site has produced evidence for quarrying from the thirty-eighth or thirty-seventh century cal BC, supplying secure evidence that axe production was integral to the Neolithic material world in Ireland from the beginnings of this period. Porphyritic andesite would seem a counter-intuitive choice to make stone axeheads, its naturally occurring internal fissuring resulting in a high likelihood of failure during working. On the other hand, when ground and polished it has a very distinctive visual appearance and texture with a lustrous quality. This paper examines the ontological significance of this transformation from source to special objects. [ABSTRACT FROM AUTHOR]

Research suggests that girls frequently experience a sense of devaluation in their everyday lives at school. Narrow models of learning and teaching further limit the scope of what can be valued. In contrast, Girl-Kind, a school-based program, aims not to address an assumed deficit but to allow girls to be recognized as excellent learners and experts in their own lives. We conceptualize the program as creating valuing spaces in which value is created through action and not simply imported from the wider context. Here, we situate Girl-Kind in the research on girls in schools, detail how this space is created, and argue that the program acts as a counterpoint to the devaluation girls frequently experience. Finally, we outline the tensions of delivering such a program. [ABSTRACT FROM AUTHOR]

The paper elaborates on critical "design decisions" of a series of digital fabrication micro-courses offered as an optional addition to the full one- or two-semester programs on engineering design. It presents the results of an evaluation regarding the learning outcomes and 21st-century skills acquired by the students. The evaluation indicates that the courses convey practical making skills and contribute to 21st-century skills like self-efficacy, self-initiative and learning competence. The result of the work can inspire other universities and design factories to set up their device training courses similarly to gain this additional benefit.

This reflective piece considers the question 'What do you learn when you study creative subjects?'. The author draws on pedagogical theory and practice to explore how centring a curriculum around the act of 'making something new' informs student expectations and experiences within a creative arts education. It concludes by arguing that educators should embrace the restless tension between the neatness of an aligned curriculum and the messiness of learning to create opportunities for students to try the possibilities of things. In doing so, they can help students make connections during their education and navigate a complex, changing and uncertain world beyond their studies. [ABSTRACT FROM AUTHOR]

In March of 2022, in response to Florida Bill H.B. 1557 ("Don't Say Gay" law), a group of students and faculties from the University of Miami's School of Architecture built a public installation titled Bad Built-Ins: Closets as Vestibules. The text investigates this public installation as a form of "extracurricular activism," a type of justice work within the educational academy, as an attempt to remove the apparent and artificial separation between the affairs of the university and communities at large. [ABSTRACT FROM AUTHOR]

Taking as its point of departure the personal experience of finding a discarded rope on a remote beach, this essay describes the way found objects assert agency to become craft materials, and how, through the process of making, this changes both the found object and craftsperson. This mutual transformation is described here through three periods of interaction – finding, making, and the thematic development of an artwork – all varying lengths of time during which a found object influences a craftsperson's actions, learning, ideas, and future making decisions. With reference to Michael David Kirchhoff's concept of "agential condition," in which objects are held to transform and mediate our understanding, and Jane Bennett's theorizing on nonhuman entities acting as forces with their own tendencies, this essay proposes that an object's ability to assert itself as a new craft material is influenced by a craftsperson's heightened state of receptivity within the parameters of environment, available time, and a willingness to adapt a creative practice. Craftspeople often utilize and transform found objects in their work, but how they are changed by such materials isn't always clear. Tracking an object's assertion of agency throughout a multistep personal making process provides insight into such mutual influence and transformation. [ABSTRACT FROM AUTHOR]

Geographical scholarship on making has established the interrelations between makers, materials and space. With this paper I explore how this scholarship can be developed to incorporate time through paying close attention to the time of making. Drawing on Karen Barad's (2003) theorisation of multiple and entangled temporalities and materialities; the time of making is interpreted as a constituent of making rather than a homogenous vessel within which making occurs. Using an autoethnographic study of upcycling used domestic textiles into bags, I assemble the practices of making and distribute these into its constituent parts of heterogenous materials, tools and skills. The time of making is studied through autoethnographic reflections on the iterative interactivity between these constituent parts. My reflections on the time of making develop in two ways. First, I consider how the temporal heterogeneity of making segues the (de)stabilising skills of sewing with moments of hesitation, preparation, undoing, repetition and organisation. Second, I detail how the life histories of materials and makers are remade through making. In particular the case study of upcycling reveals how the potential of materials can be realised through re-orientating the skills and practices of makers towards (re)making the life history of materials. [ABSTRACT FROM AUTHOR]

This article explores how Italian Renaissance intarsia emerged from making practices sensitive to wood as animate material, and from a design correspondence with its environment. It argues that intarsia reconciled different modes: design-drawing, design in wood, and design with wood. These interconnected practices allow us to reconfigure intarsia as a technology created holistically from the correspondence of different human and more-than-human forces, including parasites – such as woodworm and fungi – and elemental factors – such as heat, water and air – all mobilised in active processes of pattern-making. It shows how this "Wood Age" craft is also an ecologically-rooted response to growing concerns about timber availability and forest sustainability. Finally, it proposes for intarsia the concept of reciprocal design, where patterns emerge from continuous correspondence and co-making between human and more-than-human agents. [ABSTRACT FROM AUTHOR]

The internal selection of Pemilihan Mahasiswa Berprestasi, or known as Pilmapres, is an annual competition held by Institut Teknologi Sumatera (ITERA) to award the most outstanding student of the year which will be further sent to compete in regional and national event of Pilmapres held by Balai Pengembangan Talenta Indonesia. This study aimed to implement TOPSIS as a decision-making tool to determine the winner of Pilmapres ITERA in 2023. The criteria used in this study were general achievements, English competencies, and creative ideas, with weight of 50, 20, and 30, respectively. The scores for the criteria for each of the students are obtained from nine members of the board of jury in the final stage of Pilmapres ITERA in 2023. The calculation result using TOPSIS concluded that the 1st, 2nd, and 3rd winners of the internal selection of Pilmapres ITERA in 2023 were Alpha, Beta, and Omega, with the final preference scores of 0.995, 0.799, and 0.795, respectively.

Abstract Background Over half of the European population aged minimum 65 years presents with at least two chronic diseases. Attention towards these diseases exhibits disparities, with limited primary care physician (PCP) attention for osteoporosis. This was confirmed in a previous integrated osteoporosis care (IOC) project in which notable difficulties to enlist PCPs arose. Consequently, this study was initiated in Flemish PCPs for in-depth analysis of underlying mechanisms hampering PCPs to fully commit to osteoporosis care. Methods A qualitative Electronic Medical Record (EMR)-facilitated clinical reasoning study was conducted. A semi-structured interview guide was employed to guide PCPs from reflections on their own patients to broader views regarding osteoporosis care. An inductive thematic analysis was performed using NVivo 12. Results Thirteen PCPs were interviewed. They stated that osteoporosis patients often had complex (medical) profiles. PCPs emphasised the ongoing necessity for prioritisation within this context. This leads to a competition for PCP attention during consultations at three levels: i. between acute versus preventive care; ii. between primary fracture prevention and other preventive services and iii. between secondary fracture prevention and other preventive services; spanning eight areas of competition: disease significance, perceived impact, PCP awareness, the patient agenda, PCP competence, PCP support, perceived patient burden, and efficiency of care provision. Applicability of these areas of competition differed between levels. Conclusion The intricate context in which PCPs operate, creates a competition for PCP attention leading to a lack of attention for fracture prevention. To preserve efforts in fracture prevention, areas of competition should be systematically addressed. Trial registration Approval for the study has been provided by the Ghent University Hospital Ethics Committee (BC-09797).

This study investigated the impact of participating in a year-long digital-fabrication course on high-school seniors' problem-solving skills, with a focus on problems involving mechanistic systems. The research questions centered on whether working in a makerspace impacted students' abilities to solve such problems and whether the process data generated during problem-solving activities could be used to identify the different problem-solving approaches taken by the participants. A novel set of hands-on, mechanistic problems were created to answer these questions, and the results showed that after taking part in the course students performed significantly better on these problems, with the post-course students making more progress towards the solutions than the pre-course students. The process data revealed two distinct problem-solving approaches for each problem, one adopted primarily by experts (the expert approach) and one by pre-course students (the novice approach). The post-course students were more likely to adopt the expert approaches, which were strongly associated with better performance on each problem. The study found that participation in the course made the high-school students better able to "see" the various components and their ways of interacting, making them more like expert engineers. [ABSTRACT FROM AUTHOR]

Maker education provides the perfect context for young learners to develop 21st-century skills. However, research is inconclusive on how these skills could be assessed. Namely, the complex nature of 21st-century skills requires different types of assessments, not necessarily relying on paper-and-pencil or multiple-choice tests, but rather drawing on the learners' perspective in the form of self-assessment and reflection. Prior studies highlighted several challenges of situating self-assessment in makerspace contexts, such as the lack of dedicated technology for documentation, distractions caused by noise or group work, and the lack of skills and motivation to practice self-assessment. This paper presents an exploratory case study aimed at an in-depth investigation of the use of a digital self-assessment tool of 21st-century skills in makerspace contexts. The authors converged qualitative data collected mainly from interviews with teachers and students. Researcher observations and tool log files (e.g., student work in the digital tool) were used as triangulation sources. Although challenges emerged, the study presents encouraging findings regarding the use of the digital tool for raising students' awareness of their development of 21st -century skills and engaging them in self-assessment and reflection. The results of the study provide rich insights to guide future research on the topic. [ABSTRACT FROM AUTHOR]

In this manuscript, we describe a coding club we created and implemented during the COVID-19 pandemic. We were purposeful in creating the club to: (a) focus on design and problem solving as the basis for learning computer coding and (b) include elements to improve the engagement of girls. We ran multiple iterations of a Girls Design with Code Club that involved over 100 girls from 22 countries. We reviewed various sources of data to evaluate how our design and implementation of the coding clubs impacted the girls who participated. In an effort to share our learnings with other researchers and program providers, we share evidence of choices that we believe had positive impacts and others that we can improve in future iterations. [ABSTRACT FROM AUTHOR]

Crime is a phenomenon that disrupts the welfare and structure of society and has become an important problem in both developed and developing countries. In recent years, in parallel with the increasing rate of urbanization all over the world, there has also been a serious increase in crime rates. With the increase in crime rate, fear of crime has emerged among individual members of society. Fear of crime is the degree of anxiety an individual feels about the deterioration of the social structure. This degree of anxiety is expressed by crime and safety indexes today. In this study, a new measurement tool is proposed in order to eliminate the effects such as emotional preference, decision-making difficulty, etc. For this purpose, the Stochastic Multi-Criteria Acceptability Analysis-TRI (SMAA-TRI) method, in which the measurement can be made with interval and dispersed values, and the probability theory can be reflected as an effect on the decision analysis, has been utilized to measure the crime and safety indexes, determined by online survey up to now, because of the fact that the experts/participants had difficulties in expressing their preferences clearly during their evaluations. It was found that the index values obtained in the study are consistent with the results of the surveys conducted with thousands of people and that the SMAA-TRI method can be effectively used in determining the crime/safety indexes. [ABSTRACT FROM AUTHOR]

This article explores the levels of engagement that students experience during maker-centered instruction, with a particular focus on students in two secondary STEM classrooms. The authors first define key terms related to making and maker-centered instruction, emphasizing the importance of experiential learning and the maker mindset. The authors then describe the lesson context and discuss how engagement was perceived by students. The article draws on three views of engagement: engagement as a partnership with students, engagement as a multidimensional construct, and engagement as a continuum of student actions. The authors conclude with implications for promoting student investment in learning through explicit attention to engagement in lesson planning and implementation. The authors highlight the importance of maker education in supporting content knowledge and skill-building while also empowering students to invest in their learning. Ultimately, the article emphasizes the potential for maker-centered instruction to promote active and engaged learning for all students and highlights the need for the support of student engagement through explicit lesson design and student reflection. [ABSTRACT FROM AUTHOR]

This paper presents the results of a 5-month diary study into the practices and routines that develop around technological making in the home, particularly focused on the experiences of women, as they continue to be an underrepresented group in the maker community. In this study, we provided participants with an entry-level electronics making kit. Over the course of twenty weeks, the participants documented their making activities via photos, videos, text messages and taking part in interviews. By means of interpretative phenomenological analysis, we identified six core themes related to women's experiences with technological making in the home. These experiences ranged from positive—feeling challenged, proud of accomplishments, inspired; to negative—feeling frustrated, guilty due to lack of progress or confused and overwhelmed. These experiences are discussed and contextualized by aspects related to hurdles experienced by the participants, and success factors that contribute to proactive engagement with making in the home. Research Highlights Twenty-week photo diary study and interpretative phenomenological analysis. Identification of six core themes based on empirical data on experiences with technological making in the home context. Discourse around thresholds to engage women in technological making and the maker community. Design and research directions to reduce barriers in technological making. [ABSTRACT FROM AUTHOR]

Making autoethnography outlines a method for combining the practices of making (sewing and crochet) and interpretive writing to capture the relationality of the self and materials. I discuss how I have developed my fascination with making as a conduit for working through the challenges of writing autoethnography and the personal vulnerabilities that this practice can reveal. I detail how experimenting with making autoethnography through the stages of discovery, development and embedding develops a practice to interweave my interpretation of the relationality and materiality of making. Through paying attention to development over time as well as the time spent making, this approach explicitly integrates a temporal framing within autoethnographic methods. I also explore how making expresses the complexity of relationships bound through caring and grief. In embedding this methodology, I consider how attempting to capture the diversity of making though recording time, materials and skills, can take the researcher closer to unpicking the qualities of making and how these are constituted by social identities. [ABSTRACT FROM AUTHOR]

Background: Over half of the European population aged minimum 65 years presents with at least two chronic diseases. Attention towards these diseases exhibits disparities, with limited primary care physician (PCP) attention for osteoporosis. This was confirmed in a previous integrated osteoporosis care (IOC) project in which notable difficulties to enlist PCPs arose. Consequently, this study was initiated in Flemish PCPs for in-depth analysis of underlying mechanisms hampering PCPs to fully commit to osteoporosis care. Methods: A qualitative Electronic Medical Record (EMR)-facilitated clinical reasoning study was conducted. A semi-structured interview guide was employed to guide PCPs from reflections on their own patients to broader views regarding osteoporosis care. An inductive thematic analysis was performed using NVivo 12. Results: Thirteen PCPs were interviewed. They stated that osteoporosis patients often had complex (medical) profiles. PCPs emphasised the ongoing necessity for prioritisation within this context. This leads to a competition for PCP attention during consultations at three levels: i. between acute versus preventive care; ii. between primary fracture prevention and other preventive services and iii. between secondary fracture prevention and other preventive services; spanning eight areas of competition: disease significance, perceived impact, PCP awareness, the patient agenda, PCP competence, PCP support, perceived patient burden, and efficiency of care provision. Applicability of these areas of competition differed between levels. Conclusion: The intricate context in which PCPs operate, creates a competition for PCP attention leading to a lack of attention for fracture prevention. To preserve efforts in fracture prevention, areas of competition should be systematically addressed. Trial registration: Approval for the study has been provided by the Ghent University Hospital Ethics Committee (BC-09797). [ABSTRACT FROM AUTHOR]

Starting PhD research about sense of touch, and responsive materiality during the worldwide Covid-19 pandemic became an ethical journey in Art Practice, Phenomenology, and the materiality of Computer Human Interaction. This paper is a reflective and critical account of practice-led research within lockdown limitations. It includes the personal perspective of an early career researcher and maker's response to a health emergency. The reflection is focused on the impossibility of creating a physically shared tactile experience as direct contact between skin and matter which, in times of isolation, sparked a conversation within the supervision team, and colleagues on different aspects of touch: agency, contact, self-awareness, research documentation, and ethical implications. My PhD drastically evolved from investigating how the somatosensory system can enhance wellbeing, to exploring how material-based approaches can comprehend tech-matter-human relationship. The research is supported by '100 Year Life' project at Lab4Living, Sheffield Hallam University. In a study that set out to explore the nature and potentiality of touch through human material interaction, in the context of high risk of contagion through touch during COVID I was compelled to consider alternatives. The paper is about the interrogation the touch screen as the safe replacement for human interaction. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic posed unprecedented challenges in patient care, prompting frontline clinicians globally to devise novel solutions. This article highlights the creativity of clinicians who adapted to meet the evolving standards of care. The researchers explored the scale of clinician awareness of the novel devices and protocols that were being made. A thematic analysis revealed rapid team coordination, supportive management, acknowledgment of practice-based medicine, and just-in-time fabrication as drivers behind the design, fabrication, and scaling of clinician-made solutions throughout the hospital. Results show that the presence of the Makerspace significantly contributed to the hospital's nimble and proactive response to the pandemic, emphasizing the need for transformative approaches that embrace innovation, collaboration, knowledge-sharing, and recognition of clinician-led innovations to advance patient care. • Clinicians worldwide created novel COVID-19 devices and equipment modifications. • Explore the drivers of clinician-made COVID-19 solutions. • Four drivers of clinician-made COVID-19 solutions: rapid team coordination, supportive management, practice-based medicine, and just-in-time fabrication. [ABSTRACT FROM AUTHOR]

As the world experiences the end of the COVID-19 pandemic lockdown era, I have been conducting a project that investigates the function and meaning of the creative making process. Using the steps to making as the research focus, I ask: why does designing and crafting feel and function like a change-making ritual, more than a routine? What evidence of the metamorphic energy of making lies within each finished creation? Through a review of other scholars' work, from fields including ritual study, psychology, art and pedagogy, I began to understand the process of creation, and how it can promote positive transformation. Most important of all is the transformation of materials, ideas and inspiration into millinery. To begin, I found that the art of creative research propels the maker into a liminal stew of ideas and actions, where only the forces for and against the act of making are evident. The choices of materials and applications gather increasingly on the studio table, and the question of the meaning behind the process grows curiously deeper... [ABSTRACT FROM AUTHOR]

Making lässt Schüler:innen zu Erfinder:innen innen werden, lässt sie die digitale Welt mitgestalten und ermöglicht ihnen, diese durch aktives Handeln zu verstehen. Während oft ein ästhetisch ansprechendes Produkt entsteht, ist es vor allem der Prozess dorthin, der für das Lernen relevant ist. Making für den schulischen Kontext ist bisher eher durch einen klar definierten Prozess zu einem gezielten Produkt gekennzeichnet. Dies macht die Aktivität organisatorisch wie inhaltlich planbar und gibt Sicherheit. Maker-Bildung beschreibt darüber hinaus auch einen offenen Prozess, in dem Lernwege und Ergebnisse nicht vordefiniert sind und in dem Fehler, Um- und Weiterdenken erlaubt sind. Dafür braucht es Räume und Kompetenzen, die derartiges Arbeiten zulassen und davon profitieren. Die Informatik als problemlösende Disziplin kann Maker-Bildung im Unterricht umsetzen. Damit lässt sich einerseits der Prozess der Informatik durch die Arbeit an einem Projekt verdeutlichen, andererseits werden informatische Kompetenzen benötigt, um Produkte zu entwickeln, die über einfache Informatiksysteme hinausgehen. Im Artikel zeigen wir, warum es hier die Informatik braucht und warum Maker-Bildung im Informatikunterricht umgesetzt werden sollte.

Equipping the next generation with skills in science, technology, engineering, art, and mathematics (STEAM), including computational thinking and graphic design, is crucial. Yet it can be difficult for young people to sustain interest in technology – particularly for girls due to persistent differences in their socialization. Project-based learning combining hands-on experience with fashion and design offers a promising means of sparking and sustaining interest in technology. Mobile embroidery programming is one such project, but there are still challenges to be overcome in transferring embroidery files to programmable embroidery machines as part of school courses or coding weeks. This report presents a device we developed that facilitates wireless file transfer. The embroidery file, encoded in a common format like DST, can be wirelessly transferred to the embroidery machine. We optimized the process of the embroidery workflow in a series of 14 workshops. Furthermore, we tested additional hardware for embroidery file transfer based on Raspberry Pi on a group of 18 participants. Our findings suggest that wireless file transfer may be useful with other maker devices such as 3D printers. The results will benefit schools, maker spaces, code clubs, and individual users seeking to engage in STEAM activities.

Algorithmisches Denken wird vermehrt bereits in der Grundschule gefördert. Während diese aktuelle Entwicklung die Lehrkräfte insbesondere bei der Unterstützung der Schüler:innen vor Herausforderungen stellt, liegt eine besondere Chance in der Förderung von affektiven Komponenten wie Interesse und Motivation. Dazu werden häufig spielerische und handlungsorientierte Methoden und Aufgaben eingesetzt, wofür sich wiederum der Ansatz der Maker-Education besonders eignet. In diesem Beitrag wird daher ein Robotik-Making-Kurs beschrieben und werden erste empirische Befunde diskutiert. In dem Kurs baute jedes Kind in vier Stunden seinen eigenen Roboter zusammen, indem es selbsttätig schraubte, steckte, verleimte, lötete und verkabelte. In weiteren vier Stunden wurde der Roboter mithilfe einer kindgerechten Entwicklungsumgebung programmiert. Um Gelingensbedingungen für affektiv förderliche Unterstützungsmassnahmen abzuleiten, führten wir eine Studie mit 45 Kindern im Alter von neun bis elf Jahren durch. Dazu wurden die Schwierigkeiten der Kinder während des Zusammenbauens und des Programmierens notiert. Daraus konnten mehrere Kriterien abgeleitet werden, die zu häufigen Schwierigkeiten führen. Zudem wurde jeweils nach Abschluss des Bauens und des Programmierens der erlebte Spass als Vorstufe intrinsischer Motivation abgefragt. So konnte festgestellt werden, dass Schwierigkeiten, die die Autonomie oder das Kompetenzerleben einschränken, mit vermindertem Spass einhergehen. Abschliessend werden daher Handlungsempfehlungen diskutiert, die affektiv förderliche Making-Aktivitäten im Unterricht ermöglichen sollen.

The textile industry is one of the most flourishing and developed at the level of the European Union and as a result, being such an important field, it is imperative to have some legislative acts at the European level in order to regulate and harmonise the conduct of the Member States. The main goal of the Regulation No 1007/2011 of the European Parliament and of the Council is to set up common rules on both fabric names and the composition of textile products and, at the same time, to harmonise the indications that appear on the labels, markings and documents which accompany such products throughout the process of their production and distribution. In addition to this Regulation, there are other normative acts at the level of the European Union with a particular impact on the textile industry. We are taking into consideration, alongside with the above-mentioned Regulation, the Directive 2001/95/EC of the European Parliament and of the Council, which refers to the general product safety and other acts in connection with these. The aim of this paper is to briefly present the provisions of these legislative acts, as they are closely connected to the textile industry.

Digital Fabrication (DF) bezeichnet das Planen, Konstruieren und Herstellen von Gegenständen mithilfe von Software und computergesteuerten Werkzeugen. DF ist eng mit Making und Maker Education verbunden und bietet gleichzeitig viele inhaltliche Anknüpfungsmöglichkeiten für den Medien- und Informatikunterricht. Der Beitrag argumentiert für DF als Verbindungsstück zwischen Maker Education und Informatikunterricht, indem ein DF-Prozess, bestehend aus den drei Schritten Konstruktion, Transformation und Interpretation, eingeführt wird. Dieser Prozess wird sowohl aus der Anwender- als auch aus der fachinformatischen Perspektive betrachtet. Die herausgearbeiteten Anknüpfungspunkte werden anschliessend mit existierenden Kompetenzmodellen der Informatik verglichen. Das Resultat ist, dass mit der Anwendung von DF im Informatikunterricht eine breite Abdeckung der Kompetenzbereiche (ausgehend von den Bildungsstandards der GI) erreicht werden kann. Neben dieser wichtigen Voraussetzung ist für eine feste Integration von Making und DF in den Informatikunterricht vor allem die Fortbildung von Lehrkräften diesbezüglich von grosser Bedeutung, weshalb ein Seminarkonzept für Lehramtsstudierende erarbeitet wurde. Die ersten Learnings der Pilotierung zeigen, dass eine Integration von DF in den Informatikunterricht gelingen kann und zeigen offene Forschungsfragen auf. Insbesondere ist für eine nachhaltige und umfassende Verankerung von Making im Schulunterricht neben der inhaltlichen Passung auch die Integration von Projektmethoden und Schülerzentrierung in den Informatikunterricht notwendig.

Um Making auch im Fachunterricht, der einen hohen Lehrplanbezug aufweist, umsetzen zu können, ist aus Sicht einer Lehrperson eine Öffnung des Unterrichts, verbunden mit dem schrittweisen Verlassen der ‹curricularen Komfortzone›, notwendig. Diese Öffnung kann auf verschiedene Arten wie Making im fächerübergreifenden Unterricht, Making im Projektbasierten Lernen (PBL) und ‹Making Vanilla› mit jeweils unterschiedlicher Distanz zur ‹curricularen Komfortzone› und unterschiedlicher Berücksichtigung vorgegebener Lernziele stattfinden. Es ist empfehlenswert, die Sichtbarkeit der Lernziele im Making im Voraus zu überdenken. Ob die Lernziele versteckt, offen, oder beliebig montiert sind, legt die Mitbestimmungsfähigkeit der Schüler:innen beim Making bereits in der Vorbereitung des Unterrichtsvorhabens, aber auch den Lehrplanbezug selbst fest. Um einen gemeinsamen Standpunkt zum Making zu definieren, eignen sich verschiedene Vorgehensweisen zum Verbinden der Lernziele aus verschiedenen Fachbereichslehrplänen. Offensichtliche Querverweise zu Lernzielen, gleiche Themen für Lernziele, ähnliche Operatoren in Lernzielen und zufällige Kombinationen von Lernzielen bieten unterschiedlich kreative, für die Lehrperson auch unterschiedlich ‹komfortable›, problemorientierte Fragestellungen für Making-Vorhaben und -Projekte an. Methoden des Design Thinking sind gut geeignet, solche problemorientierten Fragestellungen zu finden, seien es Alltagsphänomene oder andere authentische Probleme.

Digitalisierung, Inklusion und Nachhaltigkeit stellen zentrale Perspektiven für die Weiterentwicklung von Schule dar, nicht zuletzt in Form von Bildungskonzepten wie Medienbildung, inklusive Bildung und Bildung für nachhaltige Entwicklung. Der Fokus dieses Scoping Reviews liegt auf den Themen Making und Inklusion sowie Making und Nachhaltigkeit unter Einbezug entsprechender Bildungskonzepte. Entlang des Reviews soll ein Überblick über Literatur und Studien zu Verbindungen von Making, Inklusion und Nachhaltigkeit vorgestellt werden. Insgesamt wurden 126 Studien, die zwischen den Jahren 2012 und 2022 veröffentlicht wurden, in eine nähere Betrachtung einbezogen. Obwohl sich nicht wenige Studien mit inklusivem (n = 54) oder nachhaltigem Making (n = 23) befassen, wurden Verbindungen von Making, Inklusion und Nachhaltigkeit bisher selten gemeinsam praktiziert, diskutiert und erforscht (n = 7). Im Besonderen ermangelt es Überlegungen zu Verbindungen von Making mit Konzepten Inklusiver Bildung und Bildung für nachhaltige Entwicklung. Vor diesem Hintergrund werden in der Diskussion erste Überlegungen zu einer inklusiven und nachhaltigen Maker Education herausgearbeitet.

Der Beitrag stellt das Projekt Kreativmarkt @Smartfeld und dessen Effekte bezüglich Selbstvertrauen, Selbstständigkeit, Selbstwirksamkeit und Durchhaltewillen von Kindern aus der 5. und 6. Primarschulklasse vor, welche im Rahmen eines Pilots untersucht wurden. Beim Kreativmarkt handelt es sich um ein interdisziplinäres Projekt zur Förderung von Zukunftskompetenzen und Entrepreneurship des Bildungslabors Smartfeld in St. Gallen, Schweiz. Für den Kreativmarkt @Smartfeld entwickelten Kinder in ihrer Freizeit ein Produkt oder ein Dienstleistungsangebot, welches sie während der publikumsoffenen Veranstaltung an die Öffentlichkeit verkauften. Dazu besuchten sie fünf Workshops mit verschiedenen Themenschwerpunkten wie Design Thinking, Entrepreneurship, finanzielle Bildung und Upcycling. Begleitend zum Projekt wurde in einer Studie (n = 36) untersucht, inwiefern sich die Teilnahme auf das Selbstvertrauen, die Selbstständigkeit, die Selbstwirksamkeit und das Durchhaltevermögen auswirkt. Beim Selbstvertrauen und der Selbstständigkeit wurden positive Effekte festgestellt, bei der Selbstwirksamkeit und dem Durchhaltevermögen waren die Effekte negativ. Die Ergebnisse aus der quantitativen Befragung waren nicht signifikant. Ergänzend wurden mit einigen Kindern (n = 5) Interviews durchgeführt. Diese haben ergeben, dass die Schüler:innen es schätzten beim Projekt eigenständig ein Produkt entwickeln und so ihre eigenen Ideen in die Tat umzusetzen zu können. Weiter haben sie auf verschiedenen Ebenen dazugelernt, wie beispielsweise bei der Produktion oder der Preisgestaltung. Auch die kollaborative Arbeitsweise empfanden die Kinder als wichtig und bereichernd. Nicht zuletzt hat ihnen die Teilnahme Spass gemacht und die Freude über den eigens erwirtschafteten Gewinn war gross.

Die Maker Education hält inzwischen auch in Schulen im deutschsprachigen Raum Einzug. Soll pädagogisches Making jedoch im Sinne einer Bildungsinnovation über punktuelle Ergänzungen des Lernangebots oder kurzzeitpädagogische Aktivitäten wie Maker Days oder Blockwochen hinausgehen und im Sinne eines holistischen Ansatzes methodisch und inhaltlich zum festen Bestandteil des Schulalltags werden, dann kann es als Schulentwicklungsprojekt «gelesen», als solches konzipiert, realisiert und analysiert werden. Auf der Basis eines partizipativen Aktionsforschungsprojekts mit fünf Pilotschulen in der Schweiz wird aufgezeigt, welche Herausforderungen die Implementierung pädagogischen Makings mit sich bringt und welche Faktoren ein solches Schulentwicklungsvorhaben stützen. Dabei werden die erhobenen Daten in dieser Zwischenauswertung im Sinne der extrahierenden qualitativen Inhaltsanalyse anhand von Apriori-Kategorien ausgewertet. Die Kategorien leiten sich von drei Modellen der Schulentwicklungsforschung sowie von der aktuellen Forschungsliteratur im Bereich Making und Schulentwicklung ab (Rolff 2019; Altrichter und Wiesinger 2004; Holtappels 2013). Die analysierten Gelingensfaktoren lassen sich im Schulentwicklungsmodell von Rolff verorten, wobei in diesem Beitrag auf Faktoren im Umfeld der Schule, in der Organisationsentwicklung sowie in der Personalentwicklung eingegangen wird mit dem Ziel, dass sie interessierte Schulen dabei unterstützen, pädagogisches Making einzuführen.

BioTinkering als Making-Aktivität in der Biologie begeistert Schüler:innen für die Pflanzenwelt und kann den naturwissenschaftlichen Unterricht durch überfachliche, digitale, prozessbasierte und produktorientierte Projektarbeiten bereichern. Dieser Artikel stellt Making-Aktivitäten im Themenbereich Pflanzenbiologie vor und diskutiert deren Kompetenzorientierung im Rahmen des Schweizerischen Lehrplan 21. Da sich BioTinkering anhand verschiedener Bereiche konstituiert, kann damit eine Vielzahl von Kompetenzen geschult werden. Im Artikel werden zur Vermeidung von Missverständnissen aufgrund der Multidisziplinarität eingangs Begriffsklärungen gegeben. Darauf folgend stellen wir Vorteile und Herausforderungen in Form von drei Thesen vor. Diese beinhalten (1) den Bezug von BioTinkering zum traditionellen naturwissenschaftlichen Unterricht, (2) die Thematisierung der Komplexität und des Zeitbedarfs sowie (3) die Förderung überfachlicher Kompetenzen. Im Anschluss diskutieren wir die Entwicklung und Erprobung von BioTinkering-Aktivitäten durch das CreativeLabZ des Zürich-Basel Plant Science Centers und stellen einen Leitfaden zur Anleitung von BioTinkering-Aktivitäten vor. Die Evaluationsresultate zeigen, dass BioTinkering sowohl für Lehrpersonen als auch für Schüler:innen interessant und kompetenzerweiternd ist.

Maker education offer numerous potential benefits for student learning; however, we currently lack an understanding of the ways in which educators integrate these pedagogies into regular practice. This qualitative study examines the background and motivations of 12 educators involved in makerspace initiatives at their respective schools in Israel. Through a thematic analysis of interviews, this study presents several overlapping characteristics of teachers who chose maker education as their way of teaching, to reveal the conditions under which maker educators are created naturally, and the features and attitudes that characterise them. Recognising these intersecting characteristics can enable schools to provide essential support systems for prospective maker educators. [ABSTRACT FROM AUTHOR]

Drawing upon over a decade of research into craft and craft skills in Australia, this article identifies the skills challenges growing within the Australian making ecosystem. Bringing together qualitative and quantitative research findings, it finds that one sector, building and construction, dominates the occupational landscape, at the expense of a richer, more diverse and future-ready skills base. The article argues that what, why and how we make, or how we support making through our consumption decisions, is one of the key ethical challenges facing us today, and one that requires major cultural shifts. Therefore, re-imagining, re-forming and revolutionizing our relationships to the cultures, and thus practices, of making is one of the core challenges facing the world today, and one, following Haraway that cultural studies needs to stay with the trouble of. [ABSTRACT FROM AUTHOR]

This study investigates how recently resettled refugee youth took up STEM‐rich making experiences at an after‐school community club in relation to negotiating their resettlement process. Using critical participatory ethnography grounded in sustained engagement with and in community, authors 1 and 2 worked with refugee youth through sustained STEM‐rich making programming where youth innovated and created products that they needed but did not have access to, at their residential community center. We draw on atmospheric walls (alienating messaging built into spaces) and rightful presence toward justice in teaching and learning, as complimentary conceptual frameworks to guide this study. Findings illustrate how youth engaged in allied political struggles to identify atmospheric walls at work in the community and how they seeded moments of rightful presence through leveraging both human and material resources in their STEM‐rich making club. We discuss incubating epistemologies as a making present practice, especially in how particular power structures in refugee communities were made visible and specific stakeholders and their actions, identifiable. How youth engaged in allied political struggles through community‐driven STEM, nested within the social dynamics of their resettlement process, is unpacked. This study provides insights into the possibilities for community‐driven science. When STEM‐rich maker education is driven by communities' needs and grounded in their epistemologies, it can attend to both epistemic rigor while also addressing injustice. We discuss the implications that a stance on community‐driven science raises for the role of science education, especially when we concern ourselves with the whole lives of refugee youth. [ABSTRACT FROM AUTHOR]