Rapid urbanization and climate change demand that the construction industry adopt digital technologies, sustainable practices, and a more diverse workforce. Introducing these priorities early, before career perspectives solidify, is critical. Tangible construction kits offer a promising entry point by engaging youth with construction concepts through design. However, little is known about whether existing kits reflect innovative construction processes, materials, and challenges. To address this gap, this research conducted a scoping review of 89 commercial and research-based construction kits, analyzing learning outcomes and gender representation. Iterative thematic analysis showed that while kits support foundational spatial and structural concepts, they rarely address sustainability and digital construction. Moreover, materials and gendered representations included in the kits reinforce stereotypes, potentially discouraging girls and non-binary youth. These findings reveal a mismatch between future construction needs and current learning opportunities, underscoring the need for sustainable, inclusive designs.

New 3D printing processes optimize digital designs and produce material efficiency to advance sustainability and broaden participation in construction. However, we know little about how to design to support young people learning how digital technologies foster sustainability in construction. This research investigated AMC Edu:Lab, a mobile learning environment that integrates robotic clay extrusion, digital modeling, and learning activities, and how it may support learning about sustainability in construction. We designed AMC Edu:Lab in two phases based on design recommendations for inclusive learning environments. Phase 1 included lab tours and co-design sessions with 3D printing experts. Phase 2 conducted youth workshops to evaluate the design's effectiveness. The results present AMC Edu:Lab, including 10 learning activities, and how the design fostered engagement with sustainability in construction. Findings have implications for digital education, calling for the inclusion of tangible materials to support learning about the interplay of digitalization and sustainability.

This article examines how fiber crafting as a category of activity can develop mathematics learning and the conditions under which various fiber crafting traditions differentially cultivate mathematical understanding. Modifying the constructionist paradigm with relational materialist principles, this paper advances the notion of "materialized action," which describes the natural inquiry process that results through emergent patterns between learners and the materialized traces of their actions. This paper takes a qualitative approach, combining a design and intervention phase to look closely across a set of materials (i.e., three fiber crafts, knitting, crochet, and pleating) and engagement in a "powerful idea" (i.e., the role of unitizing in multiplicative proportional reasoning), as instantiated across three youth case studies, and as an illustration of how we can better understand micro-developmental learning processes. We identified three levels of unitizing that make up the larger idea of enacting proportional reasoning (PR) through materialized action, which build and catalyze toward one another and support emergent understanding of PR from the intra-action of the material and the learner. In their engagement with PR, youth employed different strategies based on personal choice, affordances of the materials, and practices of the crafting traditions. Materialized actions as a theoretical advancement has the potential to reformulate what counts as mathematics and can guide the design of mathematics learning that is embracing (rather than reducing) worldly concreteness in learning key domain ideas, with implications for the design of more equitable learning environments.

ABSTRACT This article challenges an over‐reliance on language as the primary means to communicate knowledge by adopting a language less ness approach to maker pedagogies and maker literacies. Having conducted makerspace and design‐based research for some time, we separately and together noticed a productive relationship between wordless relational makerspace and making moments focused on craft, tools, technologies, and materials, and ways that an absence of verbal and written communication opens possibilities within learning environments. After meetings and discussions, we co‐wrote the article to examine ways that language‐light, even language‐free pedagogical spaces allow for a different quality of design work that motivates and fosters innovation. There are three international research projects that serve as research vignettes to investigate the efficacy of languagelessness. The theory foregrounded to anchor and interpret the three vignettes draws from maker literacies research and sociomaterial orientations to knowledge development.

A key commitment of computer-supported collaborative learning research is to study how people learn in collaborative settings to guide development of methods for capture and design for learning. Computer-supported collaborative learning research has a tradition of studying how the physical world plays a part in collaborative learning. Within the field, a material turn is emerging that considers how digital and tangible technologies actively contribute to collaborative learning processes. Studying how tangible materials produce collaborative learning visibly and algorithmically is particularly important at a time when advanced algorithms are integrated into educational contexts in ways that are not always transparent. However, the needed methodologies for capturing how non-human agents take part in collaborative learning remains underdeveloped. The present study builds on current CSCL research that investigates materials in collaborative learning and introduces posthumanist perspectives with the aim to decenter humans methodologically and to probe empirically whether and how these perspectives contribute to empirical understanding of collaborative learning processes. Taking fiber crafts (e.g., weaving and fabric manipulation) as a context for computational learning, the present study conducted a posthumanist analysis of differences among human and non-human participants in collaboration using video data to investigate how middle school youths and fiber craft components performed algorithms over time. The findings show how both youths and craft materials actively contributed to the performance of algorithms. In weaving, algorithms became repeated youth-material movements one dimension at a time. In fabric manipulation, algorithms became a repeated confluence of component parts. Decentering humans through an analysis of differences among human and non-human introduced human-material collaboration as a productive unit of analysis for understanding how materials and people together contribute to producing what can be recognized as computational performance. The findings of this research contribute to ongoing conversations in CSCL research on how computational materials can be considered in collaborative learning and present a new approach to capture collaborative learning as physical expansion over time. The study has implications for future research on capturing collaborative computational learning and designing physical computational learning opportunities that show technology as evolving.

This article examines how fiber crafting can develop mathematics learning and learners.Extending the constructionist paradigm with relational materialist principles, this paper advances the notion of "materialized action," which describes the natural inquiry process that results through emergent patterns between learners and the materialized traces of their actions.This paper takes a qualitative approach, combining a design and intervention phase examine fiber crafts (here knitting) and engagement in a "powerful idea" (i.e., unitizing in multiplicative proportional reasoning) as an illustration of how we can better understand microdevelopmental learning processes, and advance constructionist theory.

Personally meaningful design activities, such as sound making, can provide contexts for engineering education.Sound is personally meaningful because it connects to histories of a person's experiences and represents them.Building on constructionist perspectives, this qualitative study investigated engineering practices while youth created sound with conductive materials inspired by personally meaningful objects.Findings suggest that personally meaningful design activities should include materials with personal histories.

Since the 1980s, the learning sciences have been an emerging field of research that focuses on learning of individuals and groups in authentic social, material, and digital contexts from a multi-level perspective. The learning sciences have substantially advanced theoretical conceptions of learning and its support as well as methodological approaches, for example by introducing design-based research. The article provides an overview of the history, important theories and concepts of learning and guidance, as well as methods of the learning sciences. The concluding part sketches potentially important areas for future research in the learning sciences.

Fiber crafts, including sewing, are connected to the history and future of computing.Yet, they are underrepresented in computing education.This qualitative study analyzed performed an iterative thematic analysis of artifact analysis sessions in which computer science experts examined middle school students' craft projects for evidence of challenging computer science concepts.This paper shows a weaving and sewing craft as context for performing data processing and storing with implications for computing education.

: This study investigates connections between fabric crafts and the breadth and depth of mathematics involved in pursuing the crafts with a particular focus on quilting. The authors became participant observers in crafting circles, conducted 65 semi-structured interviews to investigate crafters’ mathematical insights in their projects, and analyzed artifacts through close manual examination and photographs to deepen these insights. We ask the questions: (1) How do crafters observe the interplay between mathematics and the process of a craft? (2) How can crafters’ products illuminate the breadth and depth of mathematics? The findings suggest that the different ways in which mathematics and craft intersect either bear the form of a craft-forward approach, as crafters produce patterns and explore it through changes in the patterns or in the form of a math-forward approach, in which crafting directly draws on mathematical concepts guiding the work toward the improved performance or modeling of math concepts.

The influence and reach of maker education continues to grow, bringing new possibilities for hands-on, student-centered, design-oriented, and/or transformational learning to more people in more spaces.Maker education has also more recently attended to issues of justice, equity, and culture.What does the future of maker education hold?What materials and practices will these spaces offer next?What support do teachers need to enact pedagogically sound and culturally relevant learning?How will developing technologies respond to teachers' and learners' needs for accessibility and sustainability?How will maker-based learning be documented and assessed?To answer these and other questions, we propose convening a panel on the Future of Maker Education to both solicit panelists' ideas on the future of maker education and foster audience discussion around these issues.

BautechnikVolume 100, Issue 1 JahresinhaltsverzeichnisFree Access Jahresinhaltsverzeichnis Bautechnik 2022 First published: 04 January 2023 https://doi.org/10.1002/bate.202370107AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Volume100, Issue1January 2023 RelatedInformation