New Perspectives in Science Education
Critical Making: Fostering Critical Thinking in Making Processes
Isabel Rubner, University of Education Ludwigsburg, Department of Chemistry and its Didactics (Germany)
Steve Kenner, University of Education Weingarten (Germany)
Holger Weitzel, University of Education Weingarten (Germany)
Monica Bravo-Grandström, University of Education Weingarten (Germany)
Hannah Ganzer, University of Education Weingarten (Germany)
Sara Durski, University of Education Weingarten (Germany)
Wolfgang Müller, University of Education Weingarten (Germany)
Abstract
The Critical Making project is an EU-funded project carried out in collaboration with partners from Italy, Sweden, Poland, and Germany. Combining critical thinking with practical learning in educational makerspaces, it is aimed at teachers of STEM subjects. The project aims to enable teachers to impart digital skills and a critical approach to scientific facts to their students — a combination that is considered essential for modern education. The focus is on biology, chemistry, computer science, physics and politics.
This innovative concept is based on project-based learning (PBL), an effective method of promoting deeper learning processes [3], which is implemented in makerspaces. Practical training courses are developed and evaluated here to strengthen teachers' skills in dealing with disinformation and digital technologies. The project's outcomes include a general framework containing best practice examples, open educational resources (OER) for independent study, guidelines for teacher training and an online platform for sharing experiences.
The central theme is the 'city of the future', an open framework addressing various aspects of sustainable urban development. Teachers and learners explore topics such as smart houses, renewable energies and hydroponic systems. Education for Sustainable Development (ESD) and critical information literacy are overarching themes — skills that form the basis for reflective learning and democratic education.
Keywords: Higher chemistry Education, Critical Making, Project based learning, Education for Sustainable Development, Critical thinking
REFERENCES
[1] Ratto, M. (2011). Critical Making: Conceptual and Material Studies in Technology and Social Life. The Information Society, 27(4), 252–260. https://doi.org/10.1080/01972243.2011.583819
[2] Holbert, N. The powerful ideas of making: building beyond the curriculum. J Innov Entrep 5, 30 (2016). https://doi.org/10.1186/s13731-016-0058-4
[3] Keller, U., & Köhler, T. (2016). Vergleich der Anwendbarkeit von PBL in verschiedenen MINT-Fächern. Zeitschrift für Hochschulentwicklung.
[4] Tabarés, R., Boni, A. Maker culture and its potential for STEM education. Int J Technol Des Educ 33, 241–260 (2023). https://doi.org/10.1007/s10798-021-09725-y
