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Book of making 2025 : projects for makers & hackers
This book from the makers of HackSpace, now part of The MagPi magazine, is filled with projects, tutorials, and articles for makers and hackers. Book of Making 2025 distills the essence of HackSpace down to our favourite maker projects. Whether you want to build a rocket or hot air balloon, learn 3D-printed mechanical engineering, or control the world around you with a Raspberry Pi Pico, there's something for you here. This book is full of projects perfect for an hour, afternoon, or weekend.
BOOK
Characterizing Hacking
The rise of a “maker movement,” located in hacker and makerspaces and involving the democratization of technologies of production and support of grassroots innovation, is receiving increasing attention from science and technology studies (STS) scholarship. This article explores how hacking is characterized by users of hacker and makerspaces and relates this to broader discussion of the maker movement as, for instance, promoting innovation, engaged in countercultural critique, or as accessible to anyone. Based on an interview study of users of twelve hacker and makerspaces across the United States, it argues that for these users, hacking is not about politics, commercial innovation, or critique. Rather, it is understood as a lifestyle one subscribes to, a meaningful leisure activity, or as providing access to a welcoming and close-knit community. Contrary to expectations of the maker movement as heralding social change, the benefits of hacking were viewed as personal rather than political, economic, or social; similarly, democratization of technology was experienced as rather incidental to most hackers’ and makers’ experiences.
Journal Article
The Promise of the Maker Movement for Education
The Maker Movement is a community of hobbyists, tinkerers, engineers, hackers, and artists who creatively design and build projects for both playful and useful ends. There is growing interest among educators in bringing making into K-12 education to enhance opportunities to engage in the practices of engineering, specifically, and STEM more broadly. This article describes three elements of the Maker Movement, and associated research needs, necessary to understand its promise for education: 1) digital tools, including rapid prototyping tools and low-cost microcontroller platforms, that characterize many making projects; 2) community infrastructure, including online resources and in-person spaces and events; and 3) the maker mindset, aesthetic principles, and habits of mind that are commonplace within the community. It further outlines how the practices of making align with research on beneficial learning environments.
Journal Article
Explore makerspace!
In Explore Makerspace, readers explore what it means to be an engineer. They discover how inventors use science, art, and math to create new and exciting structures, games, and more. Readers also learn how to set up their own makerspaces at home, using inexpensive supplies for their tinkering projects.
Book
Learning through Making and Maker Education
In this paper, we provide an overview of the current efforts in maker education, supported by a review of empirical studies. Our synthesis will inform the community about learning outcomes, potential and common issues, challenges, resources, and future research direction regarding maker education.
Journal Article
A bibliometric analysis of domestic and international research on maker education in the post-epidemic era
PurposeThis paper aims to straighten out the research progress in the field of maker education, summarize the research hotspots and frontiers of maker education at home and abroad and provide path optimization suggestions for the research and development of this field.Design/methodology/approachIn total, 751 pieces of domestic and the foreign maker education research literature from 2014 to 2021 are retrieved and screened, and literature analysis methods such as keyword analysis and clustering map analysis are used to quantitatively analyze the quantity distribution, published journals, core authors, research institutions and subject keywords of the maker education literature.FindingsIt is found that research in this field is still in the development stage, but the pandemic has severely inhibited maker education and related research. Frontiers at home and abroad have begun to pay attention to the impact of humanistic care on maker education. Strengthening the dialog between multidisciplinary theories requires cross-disciplinary research. Regional and cross-field cooperation and fully grasping the actual situation and constraints of the development of maker education are the cornerstones of bold innovation in maker education research.Originality/valueThis paper uses bibliometric analysis to reveal the severe challenges to the development of maker education due to the normalization of the epidemic. By excavating the research hotspots and research frontiers in this field, it fills the gap that the current research in the field of maker education has not yet formed a complete theoretical framework and evaluation system.
Journal Article
Learning and innovation skills in making contexts
With the Maker movement increasingly adopted across K-12 schools and non-formal makerspaces, students are being given more opportunities to engage in Making activities using tools such as robots, electronics, arts, and crafts. Making activities are thought to help students develop twenty-first-century skills, especially communication and collaboration, creative thinking and problem solving, all of which come under the umbrella of learning and innovation (L&I) skills. The overall research question driving the study is: how do students develop L&I skills in Making contexts? To understand how students develop these skills we need frameworks and coding schemes which can help with skills’ identification and analysis. Finding such analytical tools with applicability in Making contexts has proven challenging. In Phase A, the present study proposes an analytical framework and coding scheme—the L&I skills in Making analytical framework and coding scheme— for the identification and analysis of L&I skills in Making contexts, informed by existing twenty-first-century skills frameworks as well as data from an empirical investigation with young learners. In Phase B, the applicability of the coding scheme is checked with a portion of the empirical data while evidence is presented for the identification and analysis of L&I skills in dialogic interactions during the Making activities. The study extends previous findings supporting that Making activities might be able to support students in developing twenty-first-century skills, but most importantly, has a unique contribution to the literature supporting researchers who are looking for an analytical framework and coding scheme to identify and analyse students’ L&I skills in Making contexts.
Journal Article