STEM Tinkering in the Library: Finding Evidence for Science Learning

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

Abstract

At California State University Long Beach, the Mobile Making program was implemented at a local city library. Sessions were held on weekends or weekday afternoons—not as part of a regular afterschool program, but rather as part of the programming offered by the library, located in a primarily Hispanic neighborhood. Parents sign up with the library for their children to participate in this free monthly program, with the flexibility of participating in one Mobile Making session, or multiple sessions, each semester (Fall and Spring.)
The Learning Dimensions Framework (Gutwill et. al., 2015) was used to look more closely at youth learning within this library-based makerspace. The Framework, developed using video recording of visitors in a maker space, provides ‘evidence-based categories for various dimensions of learning and facilitation moves,’ making learning more visible within the complexities of tinkering and making.
In this poster, we report the potential learning outcomes for middle-school students participating in maker sessions in Spring 2024 that incorporate circuits as a central part of their final product. Two research questions include: (1) How do kids talk about physics concepts within a makerspace? (2) What STEM practices emerge as part of students’ maker experiences?
Data collection involved multiple short interviews with several randomly selected middle-schoolers present at two 90-minute ‘Tinkering Club’ sessions. Youth talk was captured via audio throughout the session as they engaged in their design project. Open-ended questions aimed at understanding youth progress (e.g. What are you doing here? What challenges have you faced or do you think you will face?) were used to elicit conversation. The discourse was examined via qualitative analysis using both inductive (looking at the mention of physics-related ideas) and more deductive (based on the Learning Dimensions framework) coding.
Three aspects of learning through tinkering or making were identified via youth talk. Data points to several Physics Ideas that emerged, including developing an understanding of the importance of connectivity and conductivity when building a circuit; recognition of the polarity of components in the circuit (e.g. batteries, LEDs); and grappling with the relationship between power/energy and circuit behavior.
Other aspects of learning, informed by the Framework, included the Development of Understanding, identified through evidence of youth application of new or prior knowledge and troubleshooting, where students attempted to diagnose and solve problems through testing and refinement of their project. Youth also showed evidence of participant Initiative (persistence toward outcome) and intentionality (planning) during these making/tinkering sessions.
Findings suggest that these spaces provide opportunities for youth to engage in science concepts, contextualized by their project goals, as well as experience common STEM practices such as troubleshooting and applying knowledge as part of their short time in the maker session. This investigation helps confirm how this makerspace can effectively support STEM learning beyond school. It also sets the stage for future and more in-depth examination of tinkering and making as avenues for connecting STEM concepts to youth’s lived experiences and perhaps interest development.

Authors

• Nicholas Franco, California State University - Long Beach

• James F. Kisiel, California State University - Long Beach