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dc.contributor.advisorLuke, Jessica Jen_US
dc.contributor.authorOates, Amy Virginiaen_US
dc.date.accessioned2015-09-29T17:52:22Z
dc.date.available2015-09-29T17:52:22Z
dc.date.submitted2015en_US
dc.identifier.otherOates_washington_0250O_14523.pdfen_US
dc.identifier.urihttp://hdl.handle.net/1773/33432
dc.descriptionThesis (Master's)--University of Washington, 2015en_US
dc.description.abstractWhile makerspaces have gained momentum in recent years, some people are questioning the learning value of these hands-on spaces. This study investigated instances of learning observed in the context of an art museum makerspace, using a framework developed by researchers at the Exploratorium, San Francisco. Additionally, the study examined the efficacy of this framework for measuring learning in a makerspace outside of a science museum context. Twenty-five visitors were observed in the Maker Lounge at the Peabody Essex Museum, Salem, MA. Results show that visitors who participated in Maker Lounge activities evidenced a range of behaviors mapping to the Learning Dimensions Framework, largely similar to evidences of learning previously observed in a science center’s makerspace. These results extend the conversation about learning within makerspaces, suggesting that learning can occur across varying makerspace contexts and calling for further research to examine the design, facilitation, and implementation of museum-based makerspaces.en_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoen_USen_US
dc.rightsCopyright is held by the individual authors.en_US
dc.subjectevidences of learning; learning science; maker movement; makerspace; tinkeringen_US
dc.subject.otherMuseum studiesen_US
dc.subject.otherEducational evaluationen_US
dc.subject.otherEducational tests & measurementsen_US
dc.subject.othermuseologyen_US
dc.titleEvidences of Learning in an Art Museum Makerspaceen_US
dc.typeThesisen_US
dc.embargo.termsOpen Accessen_US


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