Abstract
The Maker Movement, with a novel approach to learning and conceptualizing science, could potentially increase representation from groups traditionally alienated by mainstream science. However, only a few studies have been conducted on underrepresented groups' participation in Maker projects. In this paper, we explore how a group of Latina youths, who initially expressed an aversion to STEM and had limited knowledge about circuits, created an electronic bean bag toss. Cultural Historical Activity Theory (CHAT) provided insight into how the girls delegated and accomplished Maker tasks, used or repurposed tools, and developed expertise. Analyzing video data, student work, and group exit interviews revealed the use of non-technical terms or insider labels for tools described within the group. The girls were aware of their switch to more scientific language when posting online and preparing for presentations. Similarly, the young women demonstrated distinct forms of comprehension within the group when creating the project (functional understanding) versus explaining to others beyond the group (conceptual understanding).
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