Makerspaces and Making Data
Learning from Pre-Service Teachers’ STEM Experiences in a Community Makerspace
Bibliographic Data
| ID | 22045993 |
|---|---|
| Authors | Helen Douglass (0000-0002-4389-2913, University of Tulsa, corresponding author) |
| Year | 2023 |
| Volume | 13 |
| Issue | 6 |
| Pages | 538 |
| Publication date | 2023-05-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13060538 |
| OpenAlex | W4378227309 |
| Language | EN |
| Citations received | 1 |
| References cited | 21 |
As the student population in the United States (US) is becoming more diverse, educator preparation programs are seeking ways to make the teacher workforce more diverse, which involves diversification of training experiences. Informal spaces, which can include integrated science, mathematics, engineering and technology (STEM) opportunities, are not traditionally part of teacher preparation, although teachers are being asked to occupy these STEM spaces with more frequency. Including informal experiences in a community STEM makerspace, which highlights digital fabrication, creativity, and problem solving, diversifies teacher preparation by extending beyond both the university setting and the elementary classroom. This exploratory case study with elementary (primary) pre-service teachers in a science and math methods (vis a vis STEM) class examines experiences they have in a community makerspace in a qualitative study, which uses Data Engagement (DE) as a methodological framework. DE draws upon intersectional feminist, critical, and materialist theories. Assembled and made data from observations in the makerspace, pre- and post-maker reflections, and responses to a modified in-person interview protocol reveal that, despite more open-ended and complex challenges than those experienced in class, participants reported positive future-thinking, less content dread, and more agency in perceived efficacy. These results invite further study and conversation about including informal STEM maker experiences in US teacher preparation as a step to increasing diversity in the teacher workforce
Mathematics education · Pedagogy · Population · Sociology · Disability Education and Employment · Educational Assessment and Improvement · Psychology · Teacher Education and Leadership Studies
The 95 Percent Solution
Rethinking diversity
Exploring the Impact of Experiencing Design Thinking on Teachers’ Conceptualizations and Practices
Mixed emotions
Research–Practice Partnerships in Education
The More Things Change, the More They Stay the Same? Prior Achievement Fails to Explain Gender Inequality in Entry Into STEM College Majors Over Time
Naturalistic inquiry
Funds of knowledge for teaching
The Intersection of Policy, Reform, and Teacher Education
Situated Learning
Data Engagement
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |