Fox-Turnbull, Wendy HelenKlapwijk, Remke MGu, Jianjunde Vries, Marc J2024-11-062024-11-062023Fox-Turnbull, W. (2023). Social Learning: Does cooperation contribute to the learning of the makers? In Klapwijk, R. M., Gu, J., & de Vries, M. J. (Eds.), Maker Education Meets Technology Education (pp. 165-183). Brill Publishers. https://doi.org/10.1163/9789004681910_012978-90-04-68190-3https://hdl.handle.net/10289/17026This chapter explores the scope and nature of social learning evident in the Makerspace movement as identified by the cases studies presented previously. The makerspace movement is clearly situated within a constructionist paradigm, placing the learner centrally in the construction of artefacts. Because of its collaborative nature and the need for learners to become critical thinkers and makers Makerspace is well situated to ensure learners today are equipped with the necessary skills and dispositions essential to life in the 21st century. This chapter draws on literature on three learning theories particularly relevant to makerspace philosophy. The first, Kolb’s Experiencing Learning theory, providing an excellent mechanism for teaching and learning design-based activities while placing learners at the centre of learning. The second, Social Learning Theory, describes the process of collaborative practice in a common activity with the aim of reaching an intended goal. Bandura suggests that Social Learning theory emphasises synthesis of behavioural events and human cognitive processes. This is relevant to makerspaces through the collaborative nature of design and development of artefacts-technological products and systems. The third theory is Social Partication Theory and draws together both learning through experience and learning socially and is therefore most pertinent to the Makerspace movement as it gives equal emphasis to working collaboratively and learning through doing. To identify and discuss the scope and nature of social interaction, a modifed version of Bronfenbrenner’s Ecological Systems Theory is applied. This Ecological Systems Model is modified to organise a discussion on the social interaction within the Makerspace case studies. Selected for its layering and spheres of influence the model gives a framework for the types of social interaction evidenced in the cases. In this section the cases presented are organised according to The Ecological Systems Model and categories in relation to their influence on learners. To identify and discuss the scope and nature of social interaction, a modifed version of Bronfenbrenner’s Ecological Systems Theory is applied. This Ecological Systems Model is modified to organise a discussion on the social interaction within the Makerspace case studies. Selected for its layering and spheres of influence the model gives a framework for the types of social interaction evidenced in the cases. In this section, the cases presented are organised according to The Ecological Systems Model and categories in relation to their influence on learners.en© Wendy Fox-Turnbull, 2023. This is an open access chapter distributed under the terms of the CC-BY 4.0 license. http://creativecommons.org/licenses/CC-BY/4.0 .http://creativecommons.org/licenses/by/4.0/collaboration and cooperationecological systems modelmakerspacesocial learningChapter in Book10.1163/9789004681910_012