Digital Fabrication Laboratories: Problem-Based Learning for Special Education Needs Student Psychology
Main Article Content
Abstract
Purpose: The aim of this study is to examine light on PBL in an unconventional, high-tech FabLab setting. Theoretical Framework: The design indicate two middle schools that implement problem-based learning (PBL) in their makerspaces are the focus of this study. Students from each school worked together to solve problems they came up with.
Methodology: The methodology indicate of student-student interactions are divided into three broad categories: setting specifications with teammates, engaging in personal discovery, and communicating findings.
Findings: The resultof these studies show that teachers at the FabLabs employ PBL and an unstructured problem scenario to help students learn about design and engineering (fabrication laboratory).
Implications: Demonstration utilizing tangible objects, explaining the failure of the prototype, and handling behavioral concerns are all instances in this study.
Value: This study was focusing directly to the subject of design and engineering (fabrication laboratory).