Abstract:

This educational innovation project aims to highlight the importance and potential of makerspaces in secondary education, as well as the use of the Learning methodology.

The overall objective of this project will be to create a new learning space, a makerspace. This will mainly be used for learning activities in the subjects of Technology and Digitalisation and Interdisciplinary Projects in the secondary school cycle, without excluding its use by other departments and subjects at any time.

Specific objective for students:
Focuses on the key competencies of the cycle, supported by the specific competencies of the subjects studied in this case.

The specific objective for teachers:
They take on an active and dynamic role instead of being an authoritarian figure who gives lectures. They now become a guide or tutor in the teaching-learning process.
A schedule is proposed, from the starting point of the educational centre to the physical objective of the makerspace, as well as the general and specific resources needed to carry out this project, including material, technological, digital, human and training resources.
Proposed activities that allow for the participation and integration of different areas in a cross-curricular manner, based on the prior completion of an activity by the students in our reference course and sharing the experience with the rest of their classmates.
Proposal for project evaluation, with the aim of observing whether the objectives initially set are being met and assessing other aspects related to its operation. The teaching activity will also be evaluated as part of the innovation project evaluation process. The aim is to assess the effectiveness of teaching, its suitability to the context, the validity and consistency of the objectives, content and activities, as well as the response to student diversity.

Conclusions:
The Project-Based Learning (PBL) methodology has proven to be highly effective when implemented in makerspaces. Projects based on specific challenges and problems have sparked positive attitudes, interest, and motivation in students, enriching their learning experience. The opportunity to explore, design, prototype, and create tangible solutions has given students a practical and applied perspective on theoretical concepts, facilitating their understanding and retention of content. In addition, this methodology has fostered teamwork, collaboration, and the development of socio-emotional skills that are fundamental to success in today's society. The implementation of the maker philosophy in makerspaces not only aligns with the key competencies defined in the curriculum, but also enriches and enhances their development. Participation in maker projects offers students meaningful opportunities to acquire and strengthen the key competencies necessary for their personal, academic, and professional development.

Keywords:

Development, education, secondary, Technology, STEM, PBL.