How can we evaluate? A Systematic Mapping of Maker Activities and their Intersections with the Formal Education System

Abstract

Human nature differs from all other beings by its cognitive capacity. Above all, we can say that humans have the “superpower” of knowledge with the possibility of transforming their environment through their skills and expertise. Education is, in its essence, the transmission of knowledge and sharing of experiences. Thus, education needs to be in constant transformation following the evolution of humanity. From this perspective, Maker Education has been gaining popularity and being inserted in formal learning environments in order to develop new ways of teaching and developing skills that the modern world requires. However, well-defined objectives and validations that produce credible evidence are essential for new practices to be substantiated. In education, it must do this through assessment process. Therefore, this paper presents a systematic mapping of the literature aimed at identifying which methodologies, instruments, and technological tools have been used for evaluation in Maker Education. Thus, this paper seeks to contribute to discussions, reflections, and guidance on evaluating learning in Maker Education. A total of 982 research papers were screened, leaving 26 for analysis after inclusion steps. The results of this mapping showed a diversity of methods being applied in the development of maker activities and the frequent use of questionnaires as an assessment tool. In addition, the US was the country with the highest incidence of maker activities, although seven other countries were mentioned. We conclude by reflecting on the existence of a demand for technological tools that support the evaluation process in Maker Education.