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Designing Maker initiatives for educational inclusion.

Simon N Leonard¹, Manuela Repetto², JohnPaul Kennedy¹

¹Centre for Change and Complexity in Learning, University of South Australia, Adelaide, Australia.

International Journal of Technology and Design Education

|April 27, 2022

Summary

Maker spaces can benefit disadvantaged students, but impact varies. Student attitudes towards science, technology, engineering, and mathematics (STEM) improved, yet results depended heavily on their prior engagement and specific attitudes.

Keywords:

Equity Inclusive education STEM education Student attitude survey The Maker movement

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Area of Science:

Educational Technology
Socio-cultural Studies
STEM Education

Background:

The Maker movement offers educational opportunities for disadvantaged students.
Simple provision of Maker Spaces may not be sufficient to realize this potential.
Equity considerations are crucial in designing Maker experiences.

Purpose of the Study:

To investigate the impact of Maker activities on students from disadvantaged backgrounds.
To analyze the specific effects on student attitudes towards STEM.
To develop a framework for equitable Maker experience design.

Main Methods:

Mixed methods study of 26 Year 7 students in an Australian socio-economically disadvantaged school.
Students participated in Maker activities at a new school-based creativity centre.
Attitudinal constructs towards STEM were assessed.

Main Results:

Maker activities positively impacted overall student attitudes towards STEM.
Impact varied significantly across different attitudinal constructs.
A strong ranging effect indicated that initial student attitudes heavily influenced outcomes.

Conclusions:

The effectiveness of Maker Spaces is contingent on more than just provision.
Tailoring Maker experiences to individual student starting points is essential for equity.
A framework is proposed to guide the equitable design of future Maker initiatives.