EDUC 730
STEM, ROBOTICS, CODING, MAKER’S SPACES OVERVIEW
STEM, robotics, coding, and makerspaces are interconnected, technology-driven
initiatives that share numerous similarities and distinctions. Each of these areas plays a
role in fostering critical thinking abilities and encourages the development of skills
necessary for students to thrive as global citizens. Although there are ethical issues to
consider, such as data privacy and equity, the advantages they offer, including increased
engagement and improved academic performance, should not be disregarded.
Although implementing one or more of these programs may incur significant
costs for school districts, their application can facilitate effective interdisciplinary
learning, enabling students to excel across all subject areas. Numerous communities
advocate for and support STEM education, which includes robotics, coding, and
makerspaces. Higher education institutions provide camps aimed at enhancing STEM
learning, alongside local organizations that offer resources to involve community
members.
STEM
STEM stands for Science, Technology, Engineering, and Mathematics. The
acronym STEM was first introduced around 1992 by NASA and the Society of Hispanic
Professional Engineers to link four interconnected fields: science, technology,
engineering, and mathematics (McComas & Burgin, 2020). These subjects are very
important because they help us understand how the world works. In STEM, students
learn to solve problems, think critically, and explore new ideas. This helps them in many
areas of life and future jobs. For example, a strong knowledge of math can help a person
in a career as an engineer. Science teaches us about nature and how different things
interact. Technology and engineering guide us to create new tools or machines that
Page 1 of 21
EDUC 730
make life easier. Overall, STEM subjects are like building blocks for learning about our
world and improving it.
Why is it significant?
STEM plays a crucial role in education by preparing students for the demands of
the modern workforce and fostering a comprehensive understanding of the world. The
focus of STEM education is on critical thinking and problem-solving abilities, which are
crucial in the technologically advanced, fast-paced world of today. STEM curricula enable
students to examine problems, consider multiple answers, and develop innovative
methods by involving them in practical activities and real-world applications.
Innovation is at the heart of STEM disciplines. Students are encouraged to think
creatively and experiment with new concepts as they study these courses. This cultivates
an innovative mindset, which is essential for tackling difficult global issues and
promoting technological advancement. STEM education also breaks traditional barriers
between subjects, promoting an interdisciplinary approach to learning (Kazu & Yalcin,
2021). This approach helps students make connections between different fields,
understand the interconnectedness of various concepts, and apply their knowledge in
diverse contexts.
In an era where digital technology permeates every aspect of life, digital literacy
is indispensable. STEM education equips students with the technological skills needed to
navigate and succeed in a digital world. From coding to data analysis, these skills are
essential for both personal and professional development.
STEM education aims to provide equal opportunities for all students, regardless
of gender, ethnicity, or socioeconomic background. By promoting diversity and inclusion
Page 2 of 21
EDUC 730
within STEM fields, educational institutions can help to close the gender and diversity
gaps that persist in these industries, leading to more equitable and innovative solutions.
In conclusion, STEM education is significant because it equips students with
essential skills, fosters innovation, prepares them for future careers, and supports
economic growth, while also promoting a more inclusive and interconnected world
What are the downsides and/or barriers and how might these be overcome?
The incorporation of STEM into education has been widely recognized as
essential for preparing students for future careers and enhancing critical thinking skills.
However, several downsides and barriers exist that educators and policymakers must
address to ensure equitable and effective STEM education.
One major issue is a lack of resources. Some schools do not have enough money
to buy good books, computers, or lab equipment. Without these tools, students cannot
fully engage in hands-on learning, which is important in STEM subjects. When students
cannot participate in experiments or use technology, they may lose interest in science
and math. This problem is even more severe in schools located in low-income areas,
where funds and support are limited.
Negative stereotypes about who can succeed in STEM can also hold students
back. Sometimes, students believe that only certain types of people, like boys or
students from wealthy families, can do well in these subjects. This can create self-doubt
and make students less likely to try their best. It is important to change these attitudes
and show that anyone can excel in STEM, regardless of their gender or background.
Schools and communities can fight these stereotypes by encouraging all students to take
part in STEM activities and recognizing their achievements. This support can help build
Page 3 of 21
EDUC 730
confidence and interest, allowing more students to explore exciting careers in science
and technology.
Teachers often lack adequate training in STEM subjects, which can lead to
ineffective teaching. This is particularly true in rapidly evolving fields like technology and
engineering, where keeping up with changes can be challenging. STEM subjects can be
perceived as difficult or intimidating, leading to a lack of interest and motivation among
students. This is particularly true if students do not see the relevance of STEM to their
everyday lives or future careers.
Overcoming common barriers in STEM education is important for everyone who
wants to succeed in science, technology, engineering, and math. One barrier is a lack of
resources, which can be solved by providing more tools, like computers and labs, to
schools and students. Another barrier is the gender gap; encouraging girls to participate
in STEM activities can help. Access and equity must be prioritized so all students can be
involved in STEM learning activities (Jackson et al., 2021). Mentorship programs where
experienced professionals guide young learners can also make a big difference. Some
students might feel that STEM subjects are too hard. To tackle this, teachers can use fun
and engaging methods to teach complex topics, making them easier to understand.
Additionally, creating a supportive learning environment where students feel safe to ask
questions is crucial. By addressing these barriers, we can help more students find joy
and success in STEM fields, leading to a brighter future for all.
What ethical considerations and best practices for implementation have been
identified?
When implementing STEM education, it is important to think about ethics and
best practices to create a fair and effective learning environment. First, teachers should
Page 4 of 21
EDUC 730
ensure that all students, regardless of their background, have access to STEM resources
and opportunities. This promotes equality and helps everyone succeed. Additionally, it is
essential to encourage creativity and curiosity in students while also teaching them to
use technology responsibly. Safety should be a priority, especially when using tools and
experiments. Teachers should guide students in understanding the impact of their work
on society and the environment, fostering a sense of responsibility. Collaboration is also
crucial, so creating projects where students work together can enhance teamwork skills.
Finally, ongoing training for teachers ensures they stay updated on the best methods and
tools for teaching STEM subjects, benefiting everyone involved in the learning process.
These ethical considerations help create a positive and inclusive STEM education
experience.
Where is it going in the future?
The future of STEM education is poised for transformative growth as it
increasingly integrates technology, interdisciplinary approaches, and real-world
applications. As educational institutions recognize the necessity of preparing students
for a rapidly evolving job market, there is a strong emphasis on fostering critical thinking,
creativity, and collaboration among learners. Innovations such as virtual reality and
artificial intelligence are beginning to play significant roles in the classroom, allowing
students to engage with complex concepts in interactive and immersive ways.
Additionally, there is a growing movement towards inclusivity in STEM fields,
encouraging participation from underrepresented groups to ensure diverse perspectives
drive innovation. Ultimately, the trajectory of STEM education suggests an exciting shift
toward more hands-on learning experiences that not only equip students with technical
skills but also cultivate essential soft skills needed to thrive in an interconnected world.
Page 5 of 21
EDUC 730
Resources available in Bristol, Virginia and the surrounding area.
First Appalachian Robotics (FAR): Homeschoolers and other students in the area are
welcome to participate in this community-based robotics program. It enables kids to
construct and program robots to become ready for contests.
Bristol Public Library: The library provides STEM-focused resources through its Teen
Space, which features a Makerspace Cart and a Lego Wall for hands-on projects. Hands
On Discovery Center (Gray, TN): This museum provides interactive, hands-on science
and technology displays.
Robotics (in education)
The field of robotics in education is expanding rapidly, encompassing science,
technology, engineering, and mathematics (STEM) to offer students exciting learning
opportunities (Kerimbayev et al., 2023). Robots are machines that can do tasks
automatically. They can be programmed to move, talk, or even help with complicated
jobs. In robotics, students learn about the design, construction, and operation of these
machines. This involves both coding and electronics. Coding is how we give instructions
to robots, telling them what to do. It’s like writing a recipe, where each step leads to a
finished dish. Learning about robotics can inspire students to think creatively and
understand technology, which is a vital skill in today's world.
Why is it significant?
Robots in education have emerged as significant tools for enhancing the learning
experience and fostering engagement among students. They serve not only as
interactive educational aids but also as facilitators of critical skills such as problem-
solving, collaboration, and creativity. The incorporation of robotics in the classroom
allows for hands-on learning opportunities that cater to various learning styles, thereby
Page 6 of 21
EDUC 730
promoting inclusivity. Furthermore, studies indicate that engaging with robots can
increase student motivation and interest in subjects like STEM (Darmawansah et al.,
2023). As educators increasingly recognize the need for innovative teaching methods to
prepare students for a rapidly evolving technological landscape, the role of robots in
education is likely to expand, offering new avenues for personalized learning and skill
development.
What are the downsides and/or barriers and how might these be overcome?
The integration of robots in education presents several downsides and barriers
that merit careful consideration. A noteworthy concern is the potential for reduced
human interaction, which may hinder the development of social skills among students.
The reliance on robots could lead to a diminished role for teachers, whose emotional
support and pedagogical guidance are crucial for effective learning. Additionally, there
are substantial financial implications; the initial investment in robotic technology can be
prohibitive for many educational institutions, particularly those operating under tight
budgets.
To overcome these challenges, educational stakeholders must prioritize a
balanced approach that integrates robotics as complementary tools rather than
replacements for human educators. This could involve training teachers to work
alongside robotic systems effectively, ensuring that they retain central roles in fostering
student engagement and emotional intelligence. Furthermore, developing scalable
funding models and partnerships with technology providers can democratize access to
robotic resources across diverse educational settings, thereby enhancing the learning
experience without compromising essential interpersonal dynamics.
Page 7 of 21
EDUC 730
What ethical considerations and best practices for implementation have been
identified?
When using robots in education, it is important to think about ethics. One big
concern is privacy. Students may share personal information when using educational
robots, and this data should be kept safe. Schools must make sure that any information
collected by robots is not shared without permission. Teachers and schools need to
teach students how to use these robots responsibly and protect their own private
information. It is also vital to ensure that all students can use the robots equally,
regardless of their background or abilities. This helps avoid creating unfair situations
where only some students benefit from technology.
Another key ethical consideration involves the role of teachers. Robots should
not replace teachers but rather help them in the classroom. Teachers are essential for
guiding students and providing emotional support. It is important to keep a balance
where robots assist without taking away the human touch that is so important in
education. Teachers still need to be there to understand students' feelings, answer
questions, and provide motivation. Schools should provide training for teachers on how
to effectively use robots, ensuring they feel comfortable and confident in this new
technology.
Lastly, it is essential to think about the impact of robots on the learning
environment. Schools should aim to create a positive atmosphere where robots enhance
learning experiences. Robots can offer new ways of learning, but they should not create
dependency. Students need to be encouraged to think critically and solve problems
without solely relying on technology. It is also important to consider the age of the
Page 8 of 21
EDUC 730
students when introducing robots. Younger children may need simpler and more
interactive robots to keep them engaged. By following these best practices, schools can
create a safe and enriching learning environment that benefits all students.
Where is it going in the future?
Recent research studies and perspectives are crucial for exploring the future of
robotics education. Zhong and Xia (2018) offered a valuable review of the potential
impact of educational robotics in various educational domains. The study highlights that
the possible uses of robotics in education are varied, which could significantly affect the
evolution of future STEM learning. By incorporating robotics technology in the
classroom, educators can leverage robot-assisted teaching to enhance students'
motivation and comprehension of abstract concepts, transforming education into a more
hands-on and interactive experience.
The field of educational robotics is expanding and offers numerous opportunities
for exploration. This review highlights that educational robotics has the capacity to
transform multiple areas of education. By challenging conventional teaching approaches,
educational robotics facilitates experiential learning. Looking ahead, as the field of
robotics evolves, it is anticipated that robotics will be increasingly integrated into STEM
education, enabling students to implement their knowledge in practical scenarios
through robotics-related projects and activities.
In summary, the findings of Zhong and Xia’s (2018) study indicate a promising
future for robotics in educational settings across multiple fields. Through the use of
robots, educators can nurture the next generation of leaders in the digital realm.
Learners develop creativity, intuition, and critical thinking.
Resources available in Bristol, Virginia and the surrounding area.
Page 9 of 21
EDUC 730
Southwest Virginia Robotics League- Young people ages 9 to 14 (grades 4–8) are
introduced to the joy and thrill of science and technology through FIRST® LEGO® League
(FLL®). Using a LEGO® MINDSTORMS® robot kit, children program an autonomous robot
to solve problems creatively and gain points on a themed playing area
Page 10 of 21
EDUC 730
while adhering to the program's distinctive Core Values. The Southwest Virginia Higher
Education Center hosts a regional competition in November.
Coding (in education)
Teaching coding in the classroom involves teaching students the fundamentals of
computer programming languages and how to think computationally (Popat & Starkey,
2019). It involves learning programming languages, such as Python, Scratch, or
JavaScript, to create websites, apps, games, and other digital tools. Through coding,
students develop logical thinking, problem-solving skills, and creativity. It also helps
them understand how technology works, making them more confident and capable in a
digital world. Integrating coding into the classroom prepares students for future careers
and encourages them to be innovative thinkers and active participants in shaping
technology.
Why is it significant?
Coding in education is important because it teaches students valuable
problemsolving and critical thinking skills. When students learn to code, they learn how
to break down complex problems into smaller, manageable steps and develop logical
solutions. This kind of thinking not only helps in computer science but also improves
their performance in other subjects like math and science. Coding also encourages
creativity, as students get to build their own games, websites, and applications, turning
their ideas into real, functioning projects.
Moreover, coding prepares students for the future job market, where technology
is playing an increasingly central role. Many careers, even outside the tech industry, now
require some understanding of how software and data work. By learning to code,
students become more digitally literate and gain an edge in a competitive world. It also
Page 11 of 21
EDUC 730
empowers them to become creators of technology rather than just users, giving them
the tools to shape the future and solve real-world problems. Additionally, a student who
learns programming will be ready for any future changes in direction and for
unknowable technological advancements in the technology sector (Ayse & Barıs, 2019).
What are the downsides and/or barriers and how might these be overcome?
Numerous challenges hinder the integration of coding into educational settings.
The primary barriers include insufficient resources and funding within educational
institutions, educators' lack of expertise and proficiency in coding, as well as restricted
access to technology and infrastructure (Vinnervik, 2022). These obstacles hinder the
effective incorporation of coding into the curriculum, causing students to forfeit valuable
digital literacy skills. It is essential to implement proactive strategies to address these
issues. Extensive training programs are required to equip educators with the skills and
confidence needed to incorporate coding into their instruction. Additionally, ongoing
support and resources, including coding curriculum materials and access to mentorship,
are vital to prepare educators for the adoption of coding education.
Furthermore, establishing strong collaborations and partnerships among schools,
industry stakeholders, and community organizations can effectively address challenges
related to technology and infrastructure accessibility (Vinnervik, 2022). By leveraging
external resources and expertise, educational institutions can enhance their technology
outreach and offer students engaging hands-on learning experiences that are not
typically found in conventional classrooms. Creating a supportive ecosystem through
collaboration ensures equitable access to coding education for all students and
adequately prepares them for a digitalized future. By focusing on prevention rather than
remediation and fostering collaboration across all sectors, the barriers to coding
Page 12 of 21
EDUC 730
education can be dismantled, allowing for the development of a talent pool proficient in
digital literacy. What ethical considerations and best practices for implementation have
been identified?
When coding is introduced in education, it is important to think about the ethical
issues that may arise. One major concern is the digital divide, which refers to the gap
between those who have access to technology and those who do not. Schools must
ensure that all students have equal opportunities to learn coding, regardless of their
background.
This means providing access to computers, the internet, and proper resources.
Additionally, teachers should avoid bias in their teaching methods. They need to
recognize the diverse needs of students and create inclusive lessons that encourage
everyone to participate in coding, regardless of their previous experience or skill level.
Another important ethical consideration is privacy and data security. When
students engage in coding, their personal information may be collected, especially when
they use online platforms or tools. Schools should have strong rules in place to protect
their students' data. This means teaching students about how to stay safe online and
what measures are in place to protect their information. Educators must be responsible
and transparent about how data is collected and used. Building trust between students
and parents is essential, as it helps everyone feel secure while learning new skills.
Finally, it is crucial to teach coding in a way that promotes creativity and
collaboration. Educators should encourage students to work together on projects, share
ideas, and support each other during the learning process. This helps to build a positive
learning environment and fosters a sense of community. It is also important to
Page 13 of 21
EDUC 730
emphasize that coding is not just about writing lines of code but about solving real-world
problems.
By focusing on ethical coding practices, educators can inspire students to use their skills
responsibly and make a positive impact on society. Overall, these best practices ensure
that the implementation of coding in education is fair, safe, and beneficial for all
students.
Where is it going in the future?
Coding in education is becoming more important as technology continues to
grow. Many schools are starting to teach students how to code at a young age. Learning
to code helps students think logically and solve problems. It is not just about learning a
language to tell a computer what to do; it is also about creativity. Students can build
their own games, apps, and websites. This kind of education prepares them for future
jobs because many companies are looking for people who know how to code. As more
students learn these skills, the world will have a workforce ready for the tech-driven
future.
In the future, coding might even be a requirement for all students. Just like
reading and writing, knowing how to code could become a basic skill. This would ensure
that everyone, regardless of their background, has the chance to learn important digital
skills. It is likely that as technology advances, new coding languages and tools will
appear. Schools need to keep updating their programs so that students learn the most
relevant skills. Overall, the future of coding in education looks bright, and it will open
many doors for the next generation.
Resources available in Bristol, Virginia and the surrounding area.
Page 14 of 21
EDUC 730
Hands-On Coding Classes & STEM Education for Kids in Tri-Cities, TN-- Encourage
children to put down their phones and participate in our entertaining STEM education
and coding classes!
SWVA Can Code!-- Through the SWVA Can Code program, students in grades 5 through
12 are encouraged to design and develop online applications that seek to address
significant issues or seize opportunities in their local communities. Young kids get the
chance to participate in the design and prototyping of these apps through this regional
program.
Maker’s Spaces
Maker's Spaces are special areas where people can come together to create,
invent, and learn with hands-on projects (Cchiaro, 2025). In these spaces, students have
access to tools like 3D printers, computers, and crafting materials. Maker's Spaces
encourage creativity and teamwork. People can work on robotics projects, coding
challenges, or other STEM-related ideas. This learning environment is fun and allows
everyone to explore their interests. Students can learn from each other, share ideas, and
try new things without fear of making mistakes. Maker's Spaces are great for helping
kids develop problem-solving skills and gain confidence in their abilities, preparing them
for future challenges.
Why is it significant?
Makerspaces use creative and innovative skills to experiment and create
solutions in a variety of areas and ways (Soomro et al., 2023). Makerspaces are
important in education because they provide a hands-on learning experience. In a
makerspace, students can use different tools and materials to create projects. This type
of learning helps students understand concepts better because they can see and touch
Page 15 of 21
EDUC 730
what they are working on. By experimenting, making mistakes, and solving problems,
students develop critical thinking skills that are essential for their future.
In a makerspace, students also learn how to work together. Many projects
require teamwork, which is a valuable skill in life. When students collaborate, they share
ideas and help each other. This teaches them to communicate effectively and listen to
different perspectives. Working together allows them to learn from each other, making
their projects even better. As they problem-solve as a team, they build friendships and
learn how to support one another, preparing them for future group work in school and
at jobs.
Finally, makerspaces encourage creativity in students. In these spaces, students
are free to express their ideas and try new things. They can design their projects and
think outside the box, which fosters their imagination. Creativity is not only important
for art but is also valuable in science, technology, and everyday problem-solving. When
students feel free to create, they become more confident in their abilities. This
confidence can inspire them to pursue their passions and interests, leading to a love for
learning that lasts a lifetime. Overall, makerspaces play a vital role in developing well-
rounded, innovative individuals.
What are the downsides and/or barriers and how might these be overcome?
Even though maker spaces have many advantages, there are a number of issues
that limit their usefulness. Standardized testing initiatives prioritize traditional teaching
methods over the experiential, hands-on learning that maker spaces provide (Hira et al.,
2014). Inadequate preparation for educators in maker space pedagogy and its
integration can obstruct their implementation in classrooms. The expansion and viability
of maker spaces may be hampered by a lack of access to technical resources like 3D
Page 16 of 21
EDUC 730
printers or programming tools. Inequities in STEM education are further exacerbated by
diversity concerns in educational settings, which lead to an uneven playing field and
unequal access to maker space opportunities for students from disadvantaged
backgrounds (Hira et al., 2014).
What ethical considerations and best practices for implementation have been
identified?
To guarantee fair and responsible utilization of maker spaces within educational
environments, it is crucial to take into account the ethical considerations and best
practices for their implementation. As children engage with new tools and equipment in
maker spaces, prioritizing safety protocols and guidelines is necessary to safeguard them
from potential hazards (Steele, 2016). When educators integrate technology into maker
space activities, it is vital to ensure the protection of students' privacy and data security.
Obtaining consent to share student work and adhering to privacy laws and regulations
are imperative.
Moreover, fostering inclusivity and diversity in maker spaces is essential to ensure
that every student feels welcomed and appreciated. Educators should proactively
promote contributions from individuals of all backgrounds and involve students in
collaborative and peer learning experiences. In addition, facilitating ethical discussions
and reflective practices during maker space activities enables students to comprehend
the societal implications of their creations and directs them towards developing ethical
decision-making skills (Steele, 2016).
In the context of implementation, it is essential for educators to possess a
thorough understanding of maker space pedagogy. Teachers need to have enough
professional development and training to effectively incorporate this pedagogical
Page 17 of 21
EDUC 730
approach. This encompasses the ability to facilitate inquiry-based learning, foster
creativity and innovation, and support students' learning experiences within maker
spaces. Additionally, educators should engage in active collaboration with fellow
teachers, industry partners, and community organizations to enhance the maker space
experience for students. This connection to the real world offers students access to
mentors who possess the necessary skills and knowledge in these areas of literacy.
Where is it going in the future?
The future of makerspaces in education looks very promising. Makerspaces are
creative places where students can build, design, and experiment with their ideas. In the
coming years, more schools will have these spaces to encourage hands-on learning.
Students will be able to use tools like 3D printers, computers, and arts and crafts
supplies to work on projects that interest them. This type of learning helps students
think critically and solve problems. Because kids frequently collaborate on tasks, it also
promotes communication and teamwork. Additionally, with the rise of technology,
makerspaces will benefit from new digital tools that make learning even more exciting.
Overall, integrating makerspaces into education can help students become more
innovative and prepared for the future job market. As these spaces grow, they will play a
key role in shaping how students learn and apply their knowledge in creative ways.
Resources available in Bristol, Virginia and the surrounding area.
The Inventor Center-- The Model City Makerspace, Engage Kingsport, and the City of
Kingsport worked together to create the Inventor Center. The Inventor Center has
expanded thanks to this collaboration, now housing CNC machines, 3D printers, a laser
cutter, a complete woodshop, a welder, and more!
Jones Creativity Center—Located inside the Bristol Public Library and offers access to
Page 18 of 21
EDUC 730
3D printers, scanners, and a Glowforge laser cutter.
Page 19 of 21
EDUC 730
References
Ayse, N. G. K., & Barıs, N. K. (2019). The Universal Skill of 21st Century, Coding and
Attitude of Secondary School Students towards Coding. Language Teaching
Research Quarterly, 11, 68–80. https://doi.org/10.32038/ltrq.2019.11.07
Cchiaro. (2025, July 16). The benefits of a makerspace in schools. Graduate Programs for
Educators. Retrieved September 30, 2025, from
https://www.graduateprogram.org /blog/the-benefits- of-a -makerspace-in-
schools/
Darmawansah, D., Hwang, G., Chen, M. A., & Liang, J. (2023). Trends and research foci of
robotics-based STEM education: a systematic review from diverse angles based
on the technology-based learning model. International Journal of STEM
Education, 10(1). https://doi.org/10.1186/s40594-023-00400-3
Hira, A., Joslyn, C. H., & Hynes, M. M. (2014). Classroom makerspaces: Identifying the
opportunities and challenges. 2014 IEEE Frontiers in Education Conference
(FIE) Proceedings., 1–5. https://doi.org/10.1109/fie.2014.7044263
Jackson, C., Mohr-Schroeder, M. J., Bush, S. B., Maiorca, C., Roberts, T., Yost, C., & Fowler,
A. (2021). Equity-Oriented Conceptual Framework for K-12 STEM literacy.
International Journal of STEM Education, 8(1).
https://doi.org/10.1186/s40594-021-00294-z
Kerimbayev, N., Nurym, N., Akramova, A., & Abdykarimova, S. (2023). Educational
Robotics: Development of computational thinking in collaborative online
learning. Education and Information Technologies, 28(11), 14987–15009.
Page 20 of 21
EDUC 730
https://doi.org/10.1007/s10639-023-11806-5
McComas, W. F., & Burgin, S. R. (2020). A critique of “STEM” education. Science &
Education, 29(4), 805–829. https://doi.org/10.1007/s11191-020-00138-2
Popat, S., & Starkey, L. (2018). Learning to code or coding to learn? A systematic review.
Computers & Education, 128, 365–376.
https://doi.org/10.1016/j.compedu.2018.10.005
Soomro, S. A., Casakin, H., Nanjappan, V., & Georgiev, G. V. (2023). Makerspaces
Fostering Creativity: A Systematic Literature Review. Journal of Science
Education and Technology, 32(4), 530–548. https://doi.org/10.1007/s10956-023-
10041- 4
Steele, A. (2016). Troubling STEM: Making a case for an Ethics/STEM partnership.
Journal of Science Teacher Education, 27(4), 357–371.
https://doi.org/10.1007/s10972-016-9463-6
Vinnervik, P. (2022). Programming in school technology education: the shaping of a new
subject content. International Journal of Technology and Design Education,
33(4), 1449–1470. https://doi.org/10.1007/s10798-022-09773-y
Zhong, B., & Xia, L. (2018). A systematic review on exploring the potential of educational
robotics in mathematics education. International Journal of Science and
Mathematics Education, 18(1), 79-101. https://doi.org/10.1007/s10763-018-
09939-y
Page 21 of 21
