In this study, we aim to widen the understanding of how students’ collaborative knowledge practices are mediated multimodally in a school’s makerspace learning environment. Taking a sociocultural stance, we analyzed students’ knowledge practices while carrying out STEAM learning challenges in small groups in the FUSE Studio, an elementary school’s makerspace. Our findings show how discourse, digital and other “hands on” materials, embodied actions, such as gestures and postures, and the physical space with its arrangements mediated the students’ knowledge practices. Our analysis of these mediational means led us to identifying four types of multimodal knowledge practice, namely orienting, interpreting, concretizing, and expanding knowledge, which guided and facilitated the students’ creation of shared epistemic objects, artifacts, and their collective learning. However, due to the multimodal nature of knowledge practices, carrying out learning challenges in a makerspace can be challenging for students. To enhance the educational potential of makerspaces in supporting students’ knowledge creation and learning, further attention needs to be directed to the development of new pedagogical solutions, to better facilitate multimodal knowledge practices and their collective management.

中文翻译：

---

在创客空间学习环境中学生的多模式知识实践

在这项研究中，我们旨在加深对在学校的创客空间学习环境中如何以多模式方式协调学生的协作知识实践的理解。本着社会文化的立场，我们分析了学生的知识实践，同时在小学的创客空间FUSE Studio中以小组形式进行STEAM学习挑战。我们的发现表明，话语，数字和其他“动手”材料，具体动作（例如手势和姿势）以及物理空间及其安排如何介导了学生的知识实践。通过对这些中介手段的分析，我们确定了四种类型的多模式知识实践，即定向，解释，具体化和扩展知识，这些指导和促进了学生创建共享的认知对象，人工制品，和他们的集体学习。但是，由于知识实践的多模式性质，在创客空间中进行学习挑战可能对学生构成挑战。为了增强创客空间在支持学生知识创造和学习方面的教育潜力，需要进一步关注开发新的教学方法，以更好地促进多模式知识实践及其集体管理。