Does the Integration of the "Maker Movement" Into a School District Change Teachers' Pedagogical Practice?

• In Event: 18.058 - MTCC Roundtable Session Four
  In Roundtable Session: 18.058-13 - Supporting Teaching in STEM, Making, and Computational Thinking

Abstract

The "Maker Movement" has been positioned as a way to integrate constructivist and/or constructionism, STEAM, and 21st century skills into schools. This two-year, NSF-Funded mixed-methods research explored if, in fact, one semirural district's large-scale integration of Making into its secondary schools led teachers to be more constructivist in their pedagogical practices. Quantitative findings suggest that Maker Teachers' perceptions of their practices were significantly more constructivist-compatible than Non-Maker Teachers. Qualitative data showed most respondents perceived positive changes in their practice as a result of the integration of Making. This study is an important first step in testing the assumption that Making in schools will lead to more constructivist teaching and learning.

Authors

• Renata Almeida Ramos, University of Pittsburgh

• Keith W. Trahan, University of Pittsburgh

• Stephanie Maietta Romero, University of Pittsburgh

• Cynthia A. Tananis, University of Pittsburgh