The emergence of leadership in students’ group interaction in a school-based makerspace

This case study is an examination of the emergence of leadership in students’ group interaction in a school-based makerspace. The data comprised video records of 20 primary school students’ group work within this context, encompassing student-driven creative engagement in science, technology, engine...

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Bibliographic Details
Published in:European journal of psychology of education 2021-12, Vol.36 (4), p.1033-1053
Main Authors: Leskinen, Jasmiina, Kumpulainen, Kristiina, Kajamaa, Anu, Rajala, Antti
Format: Article
Language:English
Subjects:
Art Education
Collaboration
Cooperative Learning
Education
Educational Psychology
Elementary School Students
Group Dynamics
Interaction
Learner Engagement
Learning
Learning Activities
Makerspaces
Participative Decision Making
Pedagogic Psychology
Political leadership
Productivity
Secondary School Students
Shared Resources and Services
STEM Education
Student Behavior
Student Leadership
Students
Teaching Methods
Textiles
Young Children
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Summary:This case study is an examination of the emergence of leadership in students’ group interaction in a school-based makerspace. The data comprised video records of 20 primary school students’ group work within this context, encompassing student-driven creative engagement in science, technology, engineering, arts, and mathematics (STEAM) learning activities. Interaction analysis was applied to analyze the students’ leadership moves and to depict how students’ leadership was related to their collaboration. The analysis resulted in a typology of students’ leadership moves in a makerspace context, namely, coordination of joint work, exploring new ideas, seeking out resources, and offering guidance and supporting others, adding to the existing literature on student leadership and collaboration in novel learning environments. The study also illustrates how the students’ leadership moves in group interactions can lead to dominating and/or shared leadership, with consequences for students’ collaboration. The study points to the importance of more research and development of pedagogical practices that support students’ symmetric participation and opportunities to lead collaborative work and to promote advanced collaboration in school-based makerspaces.
ISSN:0256-2928
1878-5174
DOI:10.1007/s10212-020-00509-x