Poster #7 - How Design and Facilitation of a Maker Faire Activity Contributes to Differences in Children's Learning

• In Event: 21.063 - MTCC Poster Session Three
  In Poster Session: 21.063-1 - Research in Science Teaching and Learning Poster Session 2

Abstract

This study investigated how the design and facilitation of two science activities at a Maker Faire impacted opportunities for children’s learning. The NGSS-aligned activities were designed and facilitated by preservice elementary school teachers as the culminating assignment for their Science Methods course. Using a case study model, we focused attention on two preservice teachers. The first station featured a slime making activity for children to learn about different states of matter. The second station provided opportunities for children to tinker with various materials to develop models of magnetism. Detailed video analysis revealed that children who visited the magnetism station showed significantly more indicators of learning than children who visited the slime station. Implications for educators and teacher educators are shared.

Authors

• Alexandria Killian Hansen, California State University - Fresno

• Joanna Guan, University of California, Santa Barbara

• Taylor Hall, University of California - Santa Barbara

• Matthew Supancic, University of California - Santa Barbara