Makerspace: Makina Mühendisliği Eğitiminde İnovasyon

Gelişen endüstrinin karmaşıklığı, mühendislik öğrencilerinin teorik mühendislik bilgilerinin yanı sıra deneyime de sahip olmalarınıgerektirir. Klasik mühendislik müfredatlarının değiştirilmesine ihtiyaç vardır. Makerspace bu değişikliğin önemli bir parçası olabilir. Bualanlar, mühendislik öğrencilerinin merakının beslendiği ve ekip çalışması yoluyla sorunlara çözümlerin bulunduğu fiziksel yerler olaraktanımlanmaktadır. Yükseköğretimde kullanımları, öğrencilerin deneyimsel öğrenmeye katılımları için bir fırsat sağlamaktadır. Geleneksellisans müfredatının veremediği planlama, ekip çalışması, eleştirel düşünme ve iletişim gibi beceriler bu şekilde geliştirebilirler. Pedagojikperspektiften bakıldığında ise, bu alanların öğretim ve öğrenmedeki önemi ve etkileri hakkında hâlen sınırlı sayıda çalışma bulunmaktadır.Bu çalışmanın amacı öğrencilerin bu tür alanlardaki deneyimlerini belirlemek ve bu alanların öğrenmelerine nasıl katkıda bulunduğunuincelemektir. Öğrencilerin, araştırma görevlilerinin ve bu alanı kuran öğretim üyesinin mekâna ilişkin algısını değerlendirmek ve durumutasvir etmek için amacıyla tanımlayıcı araştırma yöntemi (bire bir görüşmeler ve normatif anket) kullanılmıştır. Sonuçlar, öğrencilerinmühendislik eğitimlerinden teorik bilgilerden fazlasını istediğini göstermiştir. Teori öğrenirken aynı zamanda tecrübe de kazanmakistemektedirler. Bu amaçla bir makerspace tasarlanırken, bu alanların sürdürülebilirliği ve işleyişi de dikkate alınmalıdır. Bu çalışmanınbulguları, kampüslerinde bir makerspace kurmayı planlayan kurumlara rehberlik edebilir.

Anahtar Kelimeler:

makerspace, yükseköğretim, mühendislik eğitimi, inovasyon, yaparak öğrenme

Makerspace: Innovation in Mechanical Engineering Education

The complexity of industrial developments requires engineering students to have hands on experience as well as theoretical engineeringknowledge. There is a need for a change of classical engineering curriculums. Makerspaces can be a crucial part of this change. They areintroduced as physical locations where engineering student’s curiosity is fed and solutions to problems are found through teamwork. Theiruse in higher education can also provide an opportunity for students to engage in experiential learning. They can develop a large range ofsoft skills that traditional undergraduate curriculum is unable to provide, such as planning, teamwork, critical thinking and communication.There are still limited studies about the full effect and impact of these spaces in teaching and learning, from the pedagogical perspective.The aim of this study is to determine students’ experiences with such spaces and examine how makerspaces are contributing to theirlearning. Descriptive research method (one-on-one interviews and normative survey) were used to evaluate students, graduate assistantsand a faculty members’ perception of the space and depict the situation. The results of this study showed that students want more thantheoretical knowledge from their engineering education. They want to be able to gain hands on experience while they are learning theory.While designing a makerspace for that purpose, the sustainability and the functioning of these spaces should be taken into consideration.The findings of this study can provide guidance for the institutions that are planning to build a makerspace in their campuses.

Keywords:

makerspace, higher education, engineering education, innovation, hands-on learning,

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ISSN: 2146-5959
Yayın Aralığı: Yılda 3 Sayı
Başlangıç: 2011
Yayıncı: Bülent Ecevit Üniversitesi (Önceden Zonguldak Karaelmas Üniversitesi)