In this chapter, we explore the inter-subjective world of STEM teachers and researchers using a post-phenomenological inquiry approach to reveal the essence of a makerspace. Applying phenomenological approaches to understand this world is gaining momentum as the nature of learning in STEM has become an international interest. In order to understand the inter-subjective world of STEM education, we draw on two key perspectives: that of the teachers as they ‘live’ the STEM experience and that of the researchers as they work to explore ‘what is in and on the teacher's mind’. Through interviews, the researchers seek the internal view of the STEM experience, whilst at the same time they infuse their own engagement into the experiences and analysis of the inter-view integrated circuit with a USB.
|Title of host publication||Phenomenological Inquiry in Education|
|Subtitle of host publication||Theories, Practices, Provocations and Directions|
|Editors||Edwin Creely, Jane Southcott, Kelly Carabott, Damien Lyons|
|Place of Publication||Abingdon UK|
|Number of pages||18|
|ISBN (Print)||9780367250324, 9780367250317|
|Publication status||Published - 2021|