Interaction of Student and Teacher Attitudes With In-Classroom Science Maker Projects

• In Event: Science Teaching and Learning: Student Attitude and Affect in Science Education

Abstract

The role that Maker projects in the K-12 science classroom have on student attitudes towards science, technology, engineering, and mathematics (STEM) has rarely been explored. This paper seeks to explicate the interaction of teacher and student attitudes with in-classroom making that is inquiry and interest-driven. Using a convergent mixed methods design, the evolution of attitudes of an 8th grade science teacher and his students was investigated as they engaged in an electronic textiles project embedded within an electricity unit. Findings indicate that student engagement with challenging tasks to meaningful purpose can sustain interest and improve attitudes despite teacher negativity.

Authors

• Douglas Ball, Davis School District

• Colby Tofel-Grehl, Utah State University

• Kristin Searle, Utah State University