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Cited by 80Problem and Project Based LearningInnovative Teaching and Learning MethodsDesign Education and Practice

Maker-Centered Project-Based Learning in Inclusive Classes: Supporting Students’ Active Participation with Teacher-Directed Reflective Discussions

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Sormunen, Kati, Juuti, Kalle, Lavonen, Jari·2020·International Journal of Science and Mathematics Education
DOI 10.1007/s10763-019-09998-9
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Abstract

Supporting students’ active participation in maker-centered project-based learning (PBL) can be challenging in inclusive classes. The aim of this study was to support students’ active participation in cooperative team via teacher-directed reflective discussions during an inclusive, maker-centered PBL unit. The study was conducted during the students’ final year of primary school. In the context of 44 students’ inclusive class, the study focused on a team of 11 students (4 girls, 7 boys; aged 12 – 13 years) who worked in pairs and had their own differentiated responsibility areas (e.g. interior designers had interior design and lighting responsibilities) in the construction of a scale-model house. Because students in PBL need support in their learning, reflective discussions were organized after each lesson to ensure students’ participation. Reflective discussions were video recorded, transcribed, and analyzed using a content and co-occurrence network analysis. The analysis revealed that teacher-directed reflective discussions first focused on supporting the cooperation of all students and then ensured the continuity of the process with most of the pairs. Some pairs, consisting of students with learning difficulties, needed intensified support until they could actively participate. The results indicate that teacher-directed reflective discussions improve students’ cooperation skills and promote participation. A carefully prepared group composition enables the teacher to give intensified support to those students who need it most. In light of the results, we recommend that teachers focus on group composition when preparing inclusive, maker-centered PBL projects and use reflective discussions during said projects to promote inclusion and support students’ active participation.

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  • Maker activities embedded within project-based learning environments improve students' perceived competence in STEM subjects.

    “Empirical evidence suggests that when Maker activities are embedded within projectbased learning environments, students experience improvements in their perceived competence in STEM subjects (Sormunen et al., 2020;Sumantri et al., 2022).”

    From Fostering students’ motivation and self-efficacy in science, technology, engineering, and design through design thinking and making in project-based learning: a gender-perspective study in primary education (2025) · cites this paper as Sormunen et al., 2020

    The Context of the Study describes maker activities embedded in a project-based learning project integrating science, engineering, and mathematics. The Discussion says the approach facilitated learning and competence building in heterogeneous science classes. Neither passage reports an improvement in students’ perceived competence in STEM subjects; the reported competences are not a measure of how competent students felt. (LLM, conf=0.84)

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3 of the 35 references couldn’t be matched to a known paper.

Research works printed but not linked: 2

  1. Alper, M. (2013). Making space in the makerspace: Building a mixed-ability maker culture. Interaction Design and Children Conference, June 24-27, 2013, New York, NY, USA.
  2. Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners [Kindle edition]. Retrieved October 20, 2013 from Amazon.com.

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Authors
Sormunen, K., Juuti, K., & Lavonen, J.
Affiliations
University of Helsinki (FI)
Corresponding author
Sormunen, Kati
ORCID
Venue
International Journal of Science and Mathematics Education
Publisher
Springer Science and Business Media LLC
Published
2019-06-18
Volume
18
Issue
4
Pages
691-712
ISSN
  • 1571-0068 (ISSN-L)
  • 1573-1774
DOI
10.1007/s10763-019-09998-9
OpenAlex
W2949306868
Cited by
80
References
35
Citations by year
2026: 11 · 2025: 9 · 2024: 18 · 2023: 14 · 2022: 17 · 2021: 4 · 2020: 6 · 2019: 1
FWCI
18.89
Type
journal article
Language
en
Open access
Licence
Locations
  • International Journal of Science and Mathematics Education (publishedVersion, cc-by)
  • Työväentutkimus Vuosikirja (submittedVersion, cc-by)
Funders
  • Kulttuurin ja Yhteiskunnan Tutkimuksen Toimikunta (286837, 294228)
  • Strategic Research Council (312527)
Topics
  • Social Sciences › Education › Problem and Project Based Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Physical Sciences › Engineering › Mechanical Engineering › Design Education and Practice
Keywords
project-based learning, inclusive education, student participation, cooperative learning, group composition, learning difficulties, elementary school students, co-occurrence network analysis

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