ABSTRACT Research Findings: This study was undertaken to investigate learning processes and outcomes from using 3D design and printing technologies with children aged 5–8 years, in three schools in a metropolitan city in Australia. Data were collected from five sources (teacher interviews, surveys, journals; student interviews; and iPad screen recordings) and analyzed to identify themes responding to the question: What is the nature of students’ learning and learning processes in technology-enhanced Makerspaces? Findings report the perspectives of teachers and students, supplemented by screen recordings from the iPads. Students were found to have significant engagement in learning through involvement in these technology-enhanced Makerspaces, and to have developed skills and understanding in a number of areas including: digital technical proficiency, design thinking, problem solving, critical thinking, collaboration, and communication. Findings are conceptualized using a research-informed Maker Literacies Framework, to better understand the nature of students’ learning and work processes while engaged in these environments. Practice or Policy: Findings imply that Makerspaces with 3D design and printing could be used to promote young children’s STEM literacies although teachers need to be mindful of the need to explicitly plan for and teach important STEM concepts, if learning in these disciplines is a goal.

中文翻译：

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3D 技术增强型创客空间中青年学生 STEM 学习的性质分析

摘要研究结果：本研究旨在调查在澳大利亚一个大城市的三所学校中对 5-8 岁儿童使用 3D 设计和打印技术的学习过程和结果。我们从五个来源（教师访谈、调查、期刊、学生访谈和 iPad 屏幕录制）收集数据，并对其进行分析以确定回答以下问题的主题：技术增强型创客空间中学生的学习和学习过程的性质是什么？调查结果报告了教师和学生的观点，并辅以 iPad 的屏幕录像。通过参与这些技术增强的创客空间，学生们被发现对学习有很大的投入，并在许多领域发展了技能和理解，包括：数字技术熟练程度、设计思维、解决问题、批判性思维、协作和沟通。使用以研究为基础的创客素养框架对调查结果进行概念化，以更好地了解学生在这些环境中学习和工作过程的性质。实践或政策：研究结果表明，具有 3D 设计和打印功能的创客空间可用于促进幼儿的 STEM 素养，尽管教师需要注意明确规划和教授重要 STEM 概念的必要性，如果在这些学科中学习是目标。更好地了解学生在这些环境中学习和工作过程的性质。实践或政策：研究结果表明，具有 3D 设计和打印功能的创客空间可用于促进幼儿的 STEM 素养，尽管教师需要注意明确规划和教授重要 STEM 概念的必要性，如果在这些学科中学习是目标。更好地了解学生在这些环境中学习和工作过程的性质。实践或政策：研究结果表明，具有 3D 设计和打印功能的创客空间可用于促进幼儿的 STEM 素养，尽管教师需要注意明确规划和教授重要 STEM 概念的必要性，如果在这些学科中学习是目标。