Assessing the Effectiveness of Using Fab Lab-Based Learning in Schools on K–12 Students’ Attitude Toward STEAM

Abstract

Contribution: The NEWTON fabrication laboratory (Fab Lab) Education Initiative assesses the effectiveness of Fab Lab-based learning on K–12 students’ attitude toward learning science, technology, engineering, art, and mathematics (STEAM). It considers two aspects: 1) students’ motivation and affective state and 2) students’ observations and perception of Fab Lab-based learning. Background: Fab Labs are described as small workshops equipped with a set of computer-controlled tools (e.g., 3-D printers) that offer personalized digital fabrication. They have been shown to have a positive impact on learners’ academic and personal growth when used in extracurricular activities, but little research examines whether integrating Fab Labs into school curricula can help raise student interest in STEAM education. Research Question: Can Fab Lab-based learning foster students’ interest in STEM in primary and secondary schools? Would students be keen to use Fab Labs in their science classes? Methodology: Two case studies were carried out in two different schools as part of the European Horizon 2020 NEWTON project. The study had 39 participants; three different surveys were used to assess different constructs. Findings: Results show that after using the Fab Lab-based learning: 1) students felt more interested in science classes as well as more engaged and less bored and 2) while some students struggled at first when manipulating Fab Lab tools, they adapted quickly and reported that they would like to use Fab Labs as part of their science classes.