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Children’s Visualization and Collaboration in a STEM Makerspace: Opportunities for Fostering Sustainability Awareness

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  • Mijung Kim

    (Faculty of Education, University of Alberta, Edmonton, AB T6G 2G5, Canada)

  • Josh Markle

    (Faculty of Education, University of Alberta, Edmonton, AB T6G 2G5, Canada)

  • Qingna Jin

    (Education Department, Cape Breton University, Sydney, NS B1M 1A2, Canada)

  • Kadriye Akdemir

    (Faculty of Education, University of Alberta, Edmonton, AB T6G 2G5, Canada)

Abstract

With growing concerns about climate change and environmental degradation, students’ understanding of sustainability and climate change has become an increasingly prominent topic in science curricula. This has increased the need for learning experiences that meaningfully address these topics in the classroom. In this study, we investigated how grade 6 students explored sustainability concepts through visualization, specifically by creating 3D models of a sustainable place in a STEM makerspace classroom. By analyzing students’ visualization and their collaborative problem solving, we examined how students conceptualize and navigate diverse perspectives related to sustainability. Our findings indicate that visualization supported students’ epistemic agency and engagement with sustainability concepts. In their 3D models, students highlighted the importance of greenery, renewable energy, local food sources, low-emission transportation, and waste management. They displayed diverse problem-solving approaches when encountering differing ideas in group work. and the visualization activities provided opportunities for students to reason, understand, and negotiate ideas on sustainability and climate change.

Suggested Citation

  • Mijung Kim & Josh Markle & Qingna Jin & Kadriye Akdemir, 2025. "Children’s Visualization and Collaboration in a STEM Makerspace: Opportunities for Fostering Sustainability Awareness," Sustainability, MDPI, vol. 17(5), pages 1-20, February.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:5:p:2014-:d:1600392
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    References listed on IDEAS

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    1. Shannon Audley & Julia L. Ginsburg & Cami Furlong, 2024. "“We Don’t Always Have to Be Talking about It”: Moral Reasoning in US Early Childhood Education for Sustainable Development," Sustainability, MDPI, vol. 16(17), pages 1-22, September.
    2. Dilan Kalaycı Alas & Kurthan Korutürk, 2024. "Exploring the Impact of Values Education on Sustainable Environmental Awareness and Behavior Among Eighth-Grade Students," Sustainability, MDPI, vol. 16(21), pages 1-17, October.
    3. Kumar, Prashant & Sahani, Jeetendra & Rawat, Nidhi & Debele, Sisay & Tiwari, Arvind & Mendes Emygdio, Ana Paula & Abhijith, K.V. & Kukadia, Vina & Holmes, Kathryn & Pfautsch, Sebastian, 2023. "Using empirical science education in schools to improve climate change literacy," Renewable and Sustainable Energy Reviews, Elsevier, vol. 178(C).
    4. Sevinç Gelmez Burakgazi & Michael J. Reiss, 2024. "Perceptions of Sustainability among Children and Teachers: Problems Revealed via the Lenses of Science Communication and Transformative Learning," Sustainability, MDPI, vol. 16(11), pages 1-21, June.
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