STEM, ROBOTICS, CODING, MAKER’S SPACE OVERVIEW 1
STEM, Robotics, Coding, Maker’s Spaces Overview
Angela Tippett
Department of Education – Liberty University
STEM, ROBOTICS, CODING, MAKER’S SPACE OVERVIEW 2
For more than two decades, educational leaders, scientific organizations, and businesses
in the fields of science and technology have encouraged schools and educators to increase
students’ exposure to hands-on, integrated learning, often referred to as STEM (Ortiz-Revilla et
al., 2020). The STEM acronym concerns education and industrial competencies in science,
technology, engineering, and mathematics. Some include the arts in these learning initiatives,
creating STEAM. Under this umbrella of educational initiatives and professionally-backed
programs, students are now offered great opportunities at an early age to begin learning through
hands-on projects and activities.
The main focus behind STEM and STEAM learning is the ability of students to think
critically, learn problem-solving, use their creativity, and collaborate with others to reach
common goals (Joventino et al., 2022). This offers students the opportunity to see what
cooperation and ingenuity can achieve. Included in the realm of STEM are robotics, coding, and
the newcomer to the arena, maker’s spaces. These disciplines and activities offer students and
adults the opportunity to prepare for careers in the 21st century or indulge in their interests in
science and creativity (Qu & Fok, 2022).
Robotics combines mechanics, coding, and mathematics to create robots both in the real
and virtual worlds. Coding makes mathematics and logic a focus for students in this field.
Coding forces computational thinking and encourages commitment and participation at a higher
level (Saez-Lopez et al., 2019). According to Merriam-Webster’s Dictionary (n.d.), a
makerspace is “a communal public workshop in which makers can work on small personal
projects.” Many schools have started creating collaborative workspaces for their students to
experiment with robotics, coding, and other hands-on science and technology initiatives
(Kajamaa & Kumpulainen, 2020).
STEM
STEM, ROBOTICS, CODING, MAKER’S SPACE OVERVIEW 3
STEM is an acronym coined in the early 21st century for educational initiatives in
science, technology, engineering, and math (Ortiz-Revilla et al., 2020). STEM has become an
integral part of the education of many students worldwide through hands-on learning and fosters
greater engagement in these areas of learning. The need for STEM in the classroom revolves
around the increase in technological advances and the need for students to be prepared for
careers in these fields (Stohlmann, 2019). Students have the opportunity to explore in great
detail the areas of science and technology most appealing to them.
Why is it significant?
STEM education is valuable to students for a myriad of reasons. STEM initiatives
encourage critical thinking and develop needed skills for furthering their education. Hands-on
STEM projects keep students engaged and often create greater excitement for learning (Ortiz-
Revilla et al., 2020). Students are better prepared for university-level coursework due to STEM
activities in secondary school (Solanki et al., 2019). It also inspires a greater interest in related
careers for female students who might otherwise not be interested in science and math
(Stohlmann, 2019).
What are the downsides and/or barriers and how might these be overcome?
Teachers must be prepared to engage students at a higher level when teaching STEM-
related courses (Ortiz-Revilla et al., 2020). There is greater preparation time involved in lesson
planning and a greater need for resources, which are oftentimes already stretched too thin.
Teachers who have not been trained involving STEM-related areas may also struggle with how
to teach these ideas and carry out these projects. Additional training and resources provided to
classroom teachers involved in STEM fields would significantly advance STEM activities,
especially at smaller or private school institutions.
STEM, ROBOTICS, CODING, MAKER’S SPACE OVERVIEW 4
What ethical considerations and best practices for implementation have been identified?
Integration from lower elementary ages is highly recommended to increase critical
thinking abilities in students (Joventino et al., 2023). The types of challenges and projects
students are involved in must be examined from an ethical perspective, considering what is age
appropriate and how students will be able to learn the concepts best (Ortiz-Revilla et al., 2020).
Finding projects that involve all aspects of the STEM fields are more challenging to find and
create, but they also offer the best opportunities for more engagement of students (Solanki et al.,
2019).
Where is it going in the future?
With the constant increase in technological advancement, STEM will become a more
significant part of the core of student education (Joventino et al., 2023). The skills fostered by
STEM in all levels of education will become more necessary for students to be prepared for
future education and career opportunities. Students will not be able to compete for scholarships,
positions at universities, or higher-level careers without these necessary skills. More schools
must find ways to actively engage their students in STEM subjects and hands-on learning to
better equip their students for adult life in the 21st century.
Resources available in Durham, NC, and the surrounding area.
https://www.wonderlabdurham.com/ Wonderlab-Durham offers a STEM learning
space for children ages six months to 6 years. Offers a wide variety of tools and resources
to stimulate younger learners.
https://www.lifeandscience.org/learn/stem-adventures/ The Museum of Life and
Science offers multiple STEM projects and outdoor adventures for K-12 students ranging
from the butterfly house to dinosaur trails.
STEM, ROBOTICS, CODING, MAKER’S SPACE OVERVIEW 5
https://outdoorstemadventures.com/osa-at-the-parks.html Elementary and Middle
School Outdoor STEM adventure classes at the public parks in Durham County.
Robotics (in education)
Robotics in education has become more available and more beneficial for students in
recent years. Interaction with robots, both in the virtual simulation world as well as the world
around them every day, is an integral part of developing the skills students will need to be
successful at the next level of education or in the career field later on in life (Qu & Fok, 2021).
Computational thinking is one of the benefits of students interacting with robotics and
programming robots. They must learn to analyze situations and anticipate future events to
complete their tasks with the robot successfully (Joventino et al., 2023).
Why is it significant?
As technology becomes more advanced and accessible, more industries and tasks will
become automated. Students will not be prepared to learn and work in those areas without
proper training (Qu & Fok, 2021). As with other forms of STEM education, robotics teaches
computational and critical thinking, which are paramount for success in any STEM field of the
future.
What are the downsides and/or barriers and how might these be overcome?
Cost and accessibility are barriers that might impact students and limit their
opportunities to learn and work with robotics. Smaller communities and rural school systems
may not have the resources or access to these types of learning. Another barrier might be teacher
familiarity with robotics, creating a need for additional training or accessing other avenues for
instruction for the students. Simulators are one way these issues might be overcome, allowing
students to work in a virtual setting to program and make decisions using robotics while not
incurring the cost of kits or pre-fabricated robots (Joventino et al., 2023)
STEM, ROBOTICS, CODING, MAKER’S SPACE OVERVIEW 6
What ethical considerations and best practices for implementation have been identified?
The best practices identified are well-trained staff, access to simulators for all ages of
students, and engaging in competitions to encourage students to learn more effectively
(Joventino et al., 2023). Ethics conversations have revolved around the use of robotics, their
future use of artificial intelligence (AI), and how those will impact future generations (Torresen,
2018). More studies are being done to determine the impact of AI and its place in multiple
industries.
Where is it going in the future?
Robotics is a rapidly expanding field in education and corporate markets. AI has
changed the function and purposes of robotics, applying them to many more areas of research
and industry than ever before (Torresen, 2018). Younger students will be learning about coding
and robotics from the earliest ages creating a greater need for more experienced instructors and
better technology on an annual basis in education (Qu & Fok, 2021).
Resources available in Durham, NC, and the surrounding area.
https://valencerobotics.org/ Robotics competition team for high school students in
Durham County.
https://duke-robotics.com/resources/ Duke University Robotics Club sponsors
robotics teams at local schools and housing developments to promote teen robotics
involvement
Coding (in education)
Coding offers students the opportunity to learn various skills involved in stronger
mathematics and scientific analysis from the earliest ages. Coding fosters an understanding of
spatial concepts, number sequences, conditional statements, and motion (Saez-Lopez et al.,
2019). Students develop problem-solving and critical-thinking skills applicable in every arena of
STEM, ROBOTICS, CODING, MAKER’S SPACE OVERVIEW 7
their education, which is very valuable (Dickson et al., 2022). Coding also generates interest and
excitement in learning, which can carry over into other disciplines.
Why is it significant?
According to research, students involved in coding initiatives in school score higher on
math and science tests than other students (Saez-Lopez et al., 2019). Knowledge of coding also
facilitates greater possibilities for career and learning choices in the future for many students
(Dickson et al., 2022).
What are the downsides and/or barriers and how might these be overcome?
There seem to be few barriers and downsides to coding as an educational program.
Researchers have warned against additional screen time for many students based on the overuse
of tablets and cellular devices at home, resulting in shorter attention spans for students
(Szymkowiak et al., 2021). However, this is not a significant risk, especially for younger
students who do not have the same exposure levels as upper school students might (Tokac et al.,
2018). Access to technology and trained instructors could be an issue for smaller school systems
or rural areas. Still, online instruction is available anywhere the internet exists, alleviating some
of those issues.
What ethical considerations and best practices for implementation have been identified?
As with robotics, the concerns about the future of AI are not insignificant (Torrensen,
2018). As students learn to code at a younger age, more time will be spent using computers and
shortening their attention span (Szymkowiak et al., 2021). Careful moderation by teachers of
time and processes would solve some of these issues. Instruction by well-trained
instructors and age-appropriate projects are considered best for implementation,
especially for younger students (Tokac et al., 2018). Courses for younger students could be
combined with math and science content to facilitate greater learning.
STEM, ROBOTICS, CODING, MAKER’S SPACE OVERVIEW 8
Where is it going in the future?
With the advancement of technology and the increased need for individuals with
advanced programming knowledge, there is no limit to how far coding can go in the future. As
AI becomes a more significant part of the world around them, students will need to be prepared
to work in related fields soon.
Resources available in Durham, NC, and the surrounding area.
https://locations.sylvanlearning.com/us/durham-nc/coding-for-kids This is a
course offered by Sylvan Learning Centers to teach children, starting at age five and
teenagers, the basics of coding.
https://thecodewiz.com/durham-nc/after-school-coding-programs Offers basic
game coding starting at age seven and teaches older students different programming
languages such as python and Java.
Maker’s Spaces
Spaces created just for hands-on learning and creating, with tools and technology
available, have become commonplace in city and school libraries and private commercial spaces
in recent years (Doorman et al., 2019). While some offer both hand and electric tools with
materials for building furniture, 3-D printers, and laser cutters for other personal projects,
schools tend to focus on technology that is useful for academic purposes, such as computers and
3-D printers. Students can gain multimodal knowledge as well as learn to create and explore
more concrete skills (Kajamaa & Kumpulainen, 2021).
Why is it significant?
The opportunity to create hands-on learning and experimentation spaces for students has
limitless potential. Students not only learn useful technology-based processes but get to
STEM, ROBOTICS, CODING, MAKER’S SPACE OVERVIEW 9
collaborate with their peers to create and learn. Makerspaces are designed to give users the
freedom to tinker, problem-solve, and create and share ideas (Doorman et al., 2019). This hands-
on experience carries over to the classroom, where sharing ideas and cooperative learning can
continue.
What are the downsides and/or barriers and how might these be overcome?
Creating a makerspace within a school would be expensive and perhaps not attainable
for smaller schools or those working with limited resources (Kajamaa & Kumpulainen, 2021).
Also, maker spaces take up space, which can be an issue for schools with no extra rooms or
building space. Fundraising efforts and donations can make these spaces affordable and
attainable. Smaller maker spaces in different classrooms might be a way to accommodate new
equipment without needing ample space. Schools must be strategic in purchasing and creating
the makerspace that best suits their students' needs (Tan, 2019).
What ethical considerations and best practices for implementation have been identified?
Schools creating makerspace for educational purposes must ensure that the integration
will be genuinely academic for all students, not just those in advanced classes or with additional
funds to purchase materials (Tan, 2019). Lessons using the makerspace must be adapted to fit
into an instructional format within the space, not just allowing students to use the equipment as a
technology playtime or create content that does not apply to the classroom.
Where is it going in the future?
Some research indicates that makerspace might be the classroom of the future, but there
is much to be done involving curriculum and best-use practices before that can become a reality
(Kajamaa & Kumpulainen, 2021). Collaborative learning and hands-on experiences can benefit
the learning process, but teachers must be well-trained to organize and facilitate these spaces to
prevent injury and wasted class time (Tan, 2019).
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Resources available in Durham, NC, and the surrounding area.
https://splatspace.org/ This is a member-owned makerspace in downtown
Durham, offering access to an incredible array of tools, materials, 3-D printers, and
affordable membership options.
https://durhamcountylibrary.org/location/main-library/the-innovation-lab-
makerspace-for-adults/ Makerspace offering 3-D printing, sewing, material cutters, and
classes during library hours.
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