Abstract
BackgroundDesign-based learning and makerspace programs have been shown to be effective in increasing student motivation for STEM learning. Since these programs have largely been implemented for middle school and older students, less is known about their motivational implications in elementary school contexts. The purpose of this study was to understand how elementary school students’ (grades 3–6) self-efficacy changed throughout the semester of a design-based makerspace course, and how these changes are associated with experiences of positive and negative achievement emotions. Additionally, this study investigated how self-efficacy and achievement emotions are related to students’ interest development in the makerspace course.ResultsResults of hierarchical growth modeling showed that although students’ self-efficacy and situational interest remained moderately high during the course, both declined over the makerspace semester. Further, self-efficacy, as well as experiences of excitement and frustration with project tasks were found to be associated with students’ situational interest. Interpretive analysis of student think-aloud interviews and classroom observations supported these findings. ConclusionsDesign-based makerspaces have the potential to trigger elementary school students’ interest in STEM activities. However, the iterative design process can lead to suboptimal outcomes on students’ self-efficacy and interest. Instructors should offer context-sensitive efficacy- and emotion-related scaffolds to foster positive makerspace experiences.
Highlights
Design-based learning and makerspace programs have been shown to be effective in increasing student motivation for STEM learning
Design-based learning (DBL) has emerged as a possible instructional strategy that could be the solution to both of these current educational issues, offering the potential to support the development of problem-solving skills and STEM interest
Because our particular research context focused on a design-based makerspace program, with design stages similar to other DBL programs, we examined the DBL literature base to discern the learning and motivational processes that may have been present in our context
Summary
Design-based learning and makerspace programs have been shown to be effective in increasing student motivation for STEM learning. Since these programs have largely been implemented for middle school and older students, less is known about their motivational implications in elementary school contexts. The purpose of this study was to understand how elementary school students’ (grades 3–6) self-efficacy changed throughout the semester of a design-based makerspace course, and how these changes are associated with experiences of positive and negative achievement emotions. This study investigated how self-efficacy and achievement emotions are related to students’ interest development in the makerspace course
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