Exploring Youths' Attitudes toward Science in a Makerspace-Infused After-School Program

Autor/inn/en	Hsu, Pi-Sui; Lee, Eric Monsu; Smith, Thomas J.; Kraft, Carol
Titel	Exploring Youths' Attitudes toward Science in a Makerspace-Infused After-School Program
Quelle	In: Interactive Learning Environments, 31 (2023) 1, S.355-369 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2020.1786408
Schlagwörter	Middle School Students; Scientific Attitudes; After School Programs; Shared Resources and Services; STEM Education; Student Attitudes; Disadvantaged Youth; Minority Group Students; Females; Power Structure; Program Effectiveness + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Gemeinwirtschaft; STEM; Schülerverhalten; Benachteiligter Jugendlicher; Weibliches Geschlecht
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01