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Towards a Stronger Conceptualization of the Maker Mindset: A Case Study of an After school Program with Squishy Circuits

Authors:

Soo Hyeon Kim,

Heather Toomey ZimmermanAuthors Info & Claims

FabLearn '17: Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education

Article No.: 16, Pages 1 - 4

https://doi.org/10.1145/3141798.3141815

Published: 21 October 2017 Publication History

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Abstract

This study investigates the theoretical conception of the maker mindset in a making and tinkering afterschool program using Squishy Circuits. With a qualitative case study methodology, we analyzed the discourse and interaction of one learner guided by two analytical frameworks. Our finding shows the importance of providing making activities with various learning orientations (design, technology, collaboration, play) that challenge learners beyond their preferred engagement style to foster the development of all aspects of the maker mindset. Our finding highlights the need for a more nuanced analytical framework for characterizing how the three dimensions of a maker mindset interlock and diverge through making activities.

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Cited By

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Li JGoei SVan Joolingen W(2023)A case study of teacher learning in enacting maker pedagogy through lesson studyInternational Journal for Lesson & Learning Studies10.1108/IJLLS-04-2023-004212:3(240-256)Online publication date: 11-Aug-2023
https://doi.org/10.1108/IJLLS-04-2023-0042
Kim SCopeland A(2021)Toward Context-Relevant Library Makerspaces: Understanding the Goals, Approaches, and Resources of Small-Town and Rural LibrariesDiversity, Divergence, Dialogue10.1007/978-3-030-71305-8_37(441-457)Online publication date: 19-Mar-2021
https://doi.org/10.1007/978-3-030-71305-8_37
Jones W(2020)Teachers’ perceptions of a maker-centered professional development experience: a multiple case studyInternational Journal of Technology and Design Education10.1007/s10798-020-09581-2Online publication date: 16-Apr-2020
https://doi.org/10.1007/s10798-020-09581-2
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Index Terms

Towards a Stronger Conceptualization of the Maker Mindset: A Case Study of an After school Program with Squishy Circuits
1. Social and professional topics
  1. User characteristics
    1. Age
      1. Children

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FabLearn '17: Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education

October 2017

116 pages

ISBN:9781450363495

DOI:10.1145/3141798

Conference Chairs:
Paulo Blikstein
Stanford University
,
Deborah A. Fields
Utah State University
,
Matthew Berland
University of Wisconsin-Madison

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Stanford University: Stanford University

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Association for Computing Machinery

New York, NY, United States

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Published: 21 October 2017

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FabLearn '17: Conference on Creativity and Fabrication in Education

October 21 - 22, 2017

CA, Stanford, USA

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Li JGoei SVan Joolingen W(2023)A case study of teacher learning in enacting maker pedagogy through lesson studyInternational Journal for Lesson & Learning Studies10.1108/IJLLS-04-2023-004212:3(240-256)Online publication date: 11-Aug-2023
https://doi.org/10.1108/IJLLS-04-2023-0042
Kim SCopeland A(2021)Toward Context-Relevant Library Makerspaces: Understanding the Goals, Approaches, and Resources of Small-Town and Rural LibrariesDiversity, Divergence, Dialogue10.1007/978-3-030-71305-8_37(441-457)Online publication date: 19-Mar-2021
https://doi.org/10.1007/978-3-030-71305-8_37
Jones W(2020)Teachers’ perceptions of a maker-centered professional development experience: a multiple case studyInternational Journal of Technology and Design Education10.1007/s10798-020-09581-2Online publication date: 16-Apr-2020
https://doi.org/10.1007/s10798-020-09581-2
Dixon CSchimpf CHsi S(2019)Beyond Trial & Error: Iteration-to-Learn using Computational Paper Crafts in a STEAM Camp for Girls2019 ASEE Annual Conference & Exposition Proceedings10.18260/1-2--32153Online publication date: Jun-2019
https://doi.org/10.18260/1-2--32153
Eriksson EIversen OBaykal GVan Mechelen MSmith RWagner MFog BKlokmose CCumbo BHjorth AMusaeus LPetersen MBouvin N(2019)Widening the scope of FabLearn ResearchProceedings of the FabLearn Europe 2019 Conference10.1145/3335055.3335070(1-9)Online publication date: 28-May-2019
https://dl.acm.org/doi/10.1145/3335055.3335070
Kim SZimmerman HFails J(2019)Understanding the Practices and the Products of CreativityProceedings of the 18th ACM International Conference on Interaction Design and Children10.1145/3311927.3323117(246-252)Online publication date: 12-Jun-2019
https://dl.acm.org/doi/10.1145/3311927.3323117

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Becoming a Maker Pedagogue: Exploring Practices of Making and Developing a Maker Mindset for Preschools

Making the Maker: A Means-to-an-Ends approach to nurturing the Maker mindset in elementary-aged children

Impacts of the HackHealth after-school program: motivating youth through personal relevance

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