June 15, 2019
June 15, 2019
October 19, 2019
Educational Research and Methods
Teacher-centered and lecture-based Science, Technology, Engineering, and Mathematics (STEM) education practices negatively affect students’ career aspirations and interests in STEM fields and their attitudes towards the STEM subjects. Students from the populations who have been historically underrepresented in STEM fields in the U.S. are more vulnerable to those teacher-centered and lecture-based STEM instruction. A review of literature suggests that minority students, first-generation college students, and female students attain significant gains in their attitudes towards the STEM subjects and in their content understandings of the field. For the purpose to enhance the diversity in STEM fields and promote equity in STEM education, it is critical to improve the quality of STEM education in undergraduate levels and retain the students in their majors.
A team of engineers and learning scientists in two universities has been working on a collaborative grant project funded by the Department of Education for the purpose to enhance the student diversity in STEM fields. In this project, we aimed at (1) contextualizing the student learning experience in STEM fields, and (2) implementing an integrated STEM education approach to teach the skills and knowledge that are necessary to be competent in engineering and technology careers in 21st century. The research objective of the present study is to investigate the effectiveness of evidence-based instructional strategies and the integration of the maker culture on students’ problem solving and life-long learning skills.
Our engineering professors will integrate the maker culture in their courses in the undergraduate level. In this paper we describe our ongoing project activities and will report the initial findings.
Wang, Y., & Cui, S., & Zhan, W., & Yalvac, B. (2019, June), Board 52: Cultivating the Maker Culture through Evidence-Based Pedagogies Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32369
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