Abstract
In recent years, the development of maker movement is very prosperous with the emergence and wide application of digital fabrication equipment and open source hardware, the maker movement, featuring cooperative innovation and user self-production, is a new trend around the global. It close development with STEAM education is also very exciting. This article focus on maker movement to understand what differences between students with different learning achievement and motivation from the perspective of learning style. The research question is what influence of maker movement on the motivation and achievement of primary students’ learning. The participants are sixth grade primary school students from southern of Taiwan, a total of 95 people, and teaching activities for a period of eight weeks and a total of 16 h. The results show that students of different learning styles, gender have significant differences in the dimension of motivation. The result is discussed in the article, and implications for maker movement has also put forward our views.
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Acknowledgement
This research is partially supported by the Ministry of Science and Technology (MOST), Taiwan (R.O.C.) under grant no MOST-106-2511-S-268-001. In addition, I want to give a special thanks to Dr. Yen-Ning Su who is an information team leader in Sheng-Li primary school for help the experimental activities carried out smoothly.
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Hwang, JP. (2017). Maker Movement Influence on Students’ Learning Motivation and Learning Achievement – A Learning Style Perspective. In: Huang, TC., Lau, R., Huang, YM., Spaniol, M., Yuen, CH. (eds) Emerging Technologies for Education. SETE 2017. Lecture Notes in Computer Science(), vol 10676. Springer, Cham. https://doi.org/10.1007/978-3-319-71084-6_53
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DOI: https://doi.org/10.1007/978-3-319-71084-6_53
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