RT info:eu-repo/semantics/article
T1 Which Maker and STEAM integration styles stand out in education? A systematic review of pedagogical practices in teacher education
A1 Calheiro, Lisiane Barcellos
A1 Greca Dufranc, Ileana María
K1 STE(A)M Education
K1 Maker Model
K1 Teacher Training
K1 Basic Education
K1 Profesores-Formación profesional
K1 Teachers-Training of
AB The growing demand to prepare teachers to face 21st-century educational challenges has driven the adoption of active methodologies, including the integration of STE(A)M education and the Maker model. These approaches foster critical thinking, creativity, and collaboration through practical skills and interdisciplinary experimentation. This study systematically reviews the literature to identify styles of Maker model integration in science teacher education at the basic education level, as well as challenges and strategies for its implementation. The analysis revealed a predominance of the collaborative style, followed by subordinate and peripheral approaches. Most studies reported positive impacts on teaching confidence, technical skills, and interest in innovative pedagogical practices. However, challenges such as limited curriculum time, restricted access to resources, and the need for continuous training hinder effective implementation. Additionally, the Maker model remains underrepresented in developing countries, highlighting the need for further research across diverse cultural and economic contexts. Integrating the Maker model with STE(A)M education significantly enhances teacher training, fostering a more dynamic and innovative learning environment. However, successful implementation requires institutional support, curriculum alignment, and ongoing professional development. The study underscores that different integration styles—collaborative, peripheral, and subordinate—must be adapted to teachers’ needs and educational systems. While findings are promising, broader analyses are needed to strengthen the empirical foundation on the impact of these methodologies in basic education.
PB Springer
SN 0957-7572
YR 2026
FD 2026-04
LK https://hdl.handle.net/10259/11604
UL https://hdl.handle.net/10259/11604
LA eng
NO Open access funding provided by FEDER European Funds and the Junta de Castilla y León under the Research and Innovation Strategy for Smart Specialization (RIS3) of Castilla y León 2021-2027. This work was supported by University of Burgos.
DS Repositorio Institucional de la Universidad de Burgos
RD 12-may-2026