Potenziale von Making-Aktivitäten in informellen Lernumgebungen für die Medienpädagogik

Ergebnisse einer qualitativen Studie im Rahmen der Maker Days for Kids Leipzig

Abstract

Making activities have not only been increasingly found in media education practice for some years now, but maker education has also found its way into the academic (media educational) discourse. In context of the project Maker Days for Kids Leipzig – an open, temporary, digital makerspace in which children can pursue various making activities in a self-determined and interest-oriented manner – a qualitative research project, based on the Grounded Theory method, was carried out in a master thesis at the University of Leipzig in order to identify concrete potentials of making activities for media education. It was found that the (learning) experiences of children are due to the content of the making activities themselves on the one hand and in particular to the didactics and methods of the learning environment on the other hand.