Making it in undergraduate STEM education
The role of a maker course in fostering STEM identities
Bibliographic Data
| ID | 21589604 |
|---|---|
| Authors | Edward G Lyon (0000-0003-0898-6743, Sonoma State University, corresponding author), R Kochevar (0000-0002-9314-215X, WeVideo, Mountain View, CA, USA), J Gould (0000-0002-1206-1316, Sonoma State University), Julian Joseph Gould (Sonoma State University) |
| Year | 2023 |
| Volume | 45 |
| Issue | 11 |
| Pages | 946-967 |
| Publication date | 2023-07-24 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2023.2179376 |
| OpenAlex | W4321610310 |
| Language | EN |
| Citations received | 2 |
| References cited | 41 |
Making in schools, where students produce and share physical or virtual objects, has garnered increased global attention for its potential to foster twenty-first century learning in STEM and develop students’ inventiveness, creativity, and entrepreneurial thinking. However, there has been limited attention paid to how maker-centred learning environments might plan a role in how undergraduate university students access, belong to, and persist in STEM-related pathways and majors. A regression analysis revealed that sophomores enrolled in the studied maker course were 44% more likely major than a matched comparison group (who did not take the course) to maintain or declare being a STEM. Through an identities-in-practice theoretical lens, we also analyzed qualitative interviews with 10 of the sophomores enrolled. The sophomores interviewed developed skills, expressed varying feelings of community and belonging, and evolved in their conception of Making in relation to STEM during the course. Their identities were also confronted and shaped during the course – either reinforcing or competing with their identity as a STEM person. These findings support prior calls in the literature to go beyond making as just a way to instil twenty-first century skills and consider how maker courses could more intentionally foster all students’ STEM identity
Creativity · Feeling · Mathematics education · Pedagogy · Biomedical and Engineering Education · Career Development and Diversity · Psychology · Social Psychology · Teaching and Learning Programming
Handbook of qualitative research
The Maker Movement in Education
Desiring a career in STEM‐related fields
Problematizing the STEM Pipeline Metaphor
Developing a STEM Identity Among Young Women
Making Through the Lens of Culture and Power
Learning Through STEM-Rich Tinkering: Findings From a Jointly Negotiated Research Project Taken Up in Practice
From Gatekeeping to Engagement
“Balancing acts''
Problem‐based learning
Improving Underrepresented Minority Student Persistence in STEM
Increasing Persistence of College Students in STEM
Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice
Active learning increases student performance in science, engineering, and mathematics
Relational Equity as a Design Tool Within Making and Tinkering Activities
Not in their name
Community Colleges and Baccalaureate Attainment
Grit
Chapter 3
Understanding the science experiences of successful women of color
People, Means, and Activities
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |