1. Questions you have.

2. A Connection you are making.

3. A Key takeaway that you want a member of the team to know about.

pdf- https://stemteachingtools.org/assets/landscapes/STEM-Teaching-Tool-40-Making-Equity-and-Excitement.pdf

pdf- https://stemteachingtools.org/assets/landscapes/STEM-Teaching-Tool-60-Productive-Uncertainty-in-Investigations.pdf

pdf- https://stemteachingtools.org/assets/landscapes/STEM-Teaching-Tool-77-Family-Centered-Science-Education.pdf

1. NSTA Making the Most of Makerspace: https://www.nsta.org/science-and-children/science-and-children-february-2020/making-most-makerspace

2. Makerspaces for Rethinking Teaching and Learning in K–12 Education: This article focuses on the role of makerspaces in K–12 education research, particularly how student engagement in these spaces influences their learning and development. It discusses the varied configurations of makerspaces in K–12 education, from dedicated locations within a classroom to entirely separate rooms designed for creative making activities. The article could provide valuable insights into how makerspaces can be integrated into the curriculum and the potential benefits for students' learning experiences [Makerspaces for rethinking teaching and learning in K–12 education](https://www.tandfonline.com/doi/full/10.1080/00220671.2021.1914937)[1].

3. Taking the Maker Movement to School: A Systematic Review of PreK-12: This systematic review explores the integration of the maker movement into preK-12 education. It provides an overview of the study search and article eligibility/selection procedures, focusing on makerspace or maker education research. The review could offer a comprehensive understanding of how makerspaces have been implemented in schools and the effects on educational outcomes, which could be particularly useful for elementary teachers looking to adopt this approach [Taking the maker movement to school: A systematic review of preK-12](https://www.sciencedirect.com/science/article/pii/S1747938X21000361)[2].

4. What Shapes Implementation of a School-Based Makerspace? Teachers as...: This article investigates the factors that influence teachers’ implementation of school STEM reforms, specifically the creation of a high-school makerspace. While the focus is on high school, the insights on organizational, classroom, and institutional factors that affect the implementation of makerspaces could be applicable to elementary education as well. Understanding these factors can help teachers effectively integrate makerspaces into their teaching practices [What shapes implementation of a school-based makerspace? Teachers as...](https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-023-00395-x)[3].

5. Makerspaces and the Characteristics of Effective Learning in the Early...: This article argues that to realize the benefits of makerspaces, teachers must experience maker-centered learning themselves. It discusses how teachers can integrate these types of activities into their curriculum by stepping out of their comfort zones with technology. This could be particularly relevant for elementary teachers looking for ways to incorporate makerspaces into their curriculum and foster an environment of effective learning [Makerspaces and the Characteristics of Effective Learning in the early...](https://journals.sagepub.com/doi/10.1177/1476718X231210633)[4].