Twentieth International Conference on Technology, Knowledge, and Society

Abstract

The educational makerspace offers a potential transformation in today’s high school in terms of physical and digital innovations. However, little is known about the efficacy of using makerspaces intended for learning. The purpose of this study was to investigate students’ self-efficacy about makerspaces designed for learning with an engineering design process. For the study, a makerspace class was designed for learning using a conceptual framework with three components: people, means, and activities. In a high school makerspace class, 13 students (10 males and 3 females) designed an emergency shelter for homeless people using preset constraints and criteria. Data included interviews with the students and teacher, photographs and photocopies, and observational field notes. These were analyzed using a constant comparative method. Results show that a makerspace class was effective for learning when it was designed for students who were motivated (i.e., people), utilizing tools that were familiar and that students could learn and use (i.e., means), and providing activities that students could carry out successfully. Students’ self-efficacy and positive response to the homeless assignment fluctuated depending on instructional method, students’ perception, and activity materials. Implications of a makerspace application in STEM class are discussed.