Exploring youths’ attitudes toward science in a Makerspace-infused after-school program

Publication Title

Interactive Learning Environments

ISSN

10494820

E-ISSN

44014

Document Type

Article

Abstract

The purpose of this qualitative case study was to explore how an after-school program that infused Maker education influenced Midwestern U.S. middle school youths’ attitudes toward science. The researchers conducted pre- and post-interviews with six students from non-dominant backgrounds as well as the teacher, and also administered attitudinal surveys to the six students at two time points (pre/post). Additionally, the researchers observed the level of student participation by video-recording each after-school session, observed the level of student anxiety by using skin temperature biofeedback, and examined student artifacts. At the end of the program, the researchers administered a program survey to the six students. The findings revealed three themes (fun elements of science, career choice, trial and error). In this study, the after-school program infused with Maker education showed great potential in sustaining the non-dominant youths’ positive attitudes toward science. The findings speak to the need for future studies that investigate pedagogy issues in Making after-school programs and also highlight equity issues in the opportunities for non-dominant youth to participate in these programs.

First Page

1

Last Page

15

Publication Date

1-1-2020

DOI

10.1080/10494820.2020.1786408

Keywords

After-school program, informal learning environments, Maker education, non-dominant youth, physiological data

Department

Department of Educational Technology, Research and Assessment (ETRA); Department of Mechanical Engineering

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