Investigating Youth Perceptions, Interest, and Confidence: Affordances and Limitations of Maker-based STEM activities in Upper Elementary School

• In Event: Scaling Out, Up, and Deep: Mobile Making Afterschool Program across Four California State University Campuses

Abstract

The Mobile Making program at Fresno State has served over 1000 students across 9 school sites within a high-need district near the university. Using Maker Education as a pedagogical tool (Martin, & Betser, 2020), undergraduate facilitators engage youth in design challenges that leverage Science, Technology, Engineering, and Mathematics (STEM) knowledge and skills. This poster explores youth perceptions of the various design challenges completed within the Fresno State context as well as cumulative impacts of this program on their interest and confidence in STEM and Making.
Specifically, we analyzed over 2000 youth survey reflections (completed at the end of each activity) to categorize design challenges based on the disciplinary STEM content that youth expressed learning. Additionally, we analyzed over 500 post-surveys (completed at the end of the afterschool program) to determine the impact of the program on youth interest and confidence in STEM. In both data sets, we compared differences based on gender, ethnicity, and grade-level to determine affordances and constraints of maker-based STEM activities on broadening participation in STEM and Making for youth.
Findings indicate that youth reported learning Science and Technology more than Engineering, although many activities emphasize the iterative nature of the engineering design process. Further, youth reported learning Mathematics the least as part of the design challenges. Interesting differences based on grade level emerged, with 4th graders finding activities more engaging and challenging than 6th graders. There were not significant differences based on ethnicity or gender. Cumulatively, youth reported their interest in STEM increased or stayed the same. Recommendations for the design of activities are shared with others interested in fostering the development of STEM disciplinary knowledge and skills through Maker Education.

Authors

• Samantha Caldera, California State University - Fresno

• Alexandria K. Hansen, California State University - Fresno

• Cristian De La Torre, California State University - Fresno

• Amaya De Vore, California State University - Fresno

• Myunghwan Shin, California State University - Fresno