A Constructionist Approach for the Future of Learning

This doctoral thesis investigates the impact of the “maker movement” on education, exploring how making, tinkering, coding, and play contribute to the development of 21st-century skills such as creativity, problem-solving, and computational thinking. Grounded in the construc- tionist approach, it emphasizes the intrinsic value of the learning process and interdisciplinary connections across STEAM (Science, Technology, Engineering, Arts, and Mathematics) do- mains. Starting from a robust exploration of the literature and an empirical study into youth perceptions, this research outlines an expansive educational framework that transcends traditional STEAM boundaries. The thesis illustrates the transformative journey, highlighting the formation of communities of practice and the launch of innovative outreach initiatives. It argues against offering a singular conclusion, instead presenting an integrated approach that weaves together theoretical insights with practical outcomes. The work supports pedagogical principles and demonstrates the benefits of innovative educational activities, advocating for a model of cross-disciplinary contamination and inclusivity. By bridging the gap between various fields of research and between academia and the broader community, this dissertation suggests a paradigm capable of producing impactful educational advancements. It presents a journey through educational models and methodologies, the ex- pansion of university missions, and the measurement of the impact of university FabLabs, thus contributing significantly to both academic discourse and practical applications in educational settings.