Maker classroom an alternative that promotes collaborative learning. analysis from a theoretical perspective

Aula maker, una alternativa que propicia el aprendizaje colaborativo. Análisis desde una mirada teórica

Abstract

The educational process develops in a changing world in which science and technology advance at a dizzying pace. As a result, multiple tools and ways have been conceived to stimulate knowledge; as well as the development of skills in 21st century students. One of these educational trends are maker classrooms; which are spaces designed with a constructivist approach, equipped with tools and technology that facilitate the execution of innovative projects and the integration of theory and practice of knowledge. This new tool generates significant learning with a highly positive impact on both students and teachers. The objective of this article is to analyze the characteristics, importance, advantages, resources and results obtained with the appropriate use of the maker classroom from a theoretical perspective. The methodology used for this study was descriptive with a qualitative approach, supported by theoretical level methods such as bibliographic analysis, through the review of publications such as scientific articles, books, magazines and other academic materials that provided information on the current state of the topic in question. The results demonstrated that maker classrooms have great educational potential since students achieve the development of skills through experimentation, manipulation of objects that are relevant to their interests and needs; On the other hand, it empowers teachers in their role as a guide in the learning processes. It is concluded that the use of the maker classroom in the educational process enhances criticality, creativity, interaction and decision making for problem solving, strengthening values and facilitates inter-learning with great academic and social benefits.