Program Evaluation - STEAM Trunks: Enhancing K-8 Project-Based Learning through Mobile Makerspaces

Jessica D. Gale; Christopher Cappelli; Courtney Bryant

Download Paper | Permalink

Conference: 2017 ASEE Annual Conference & Exposition
Location: Columbus, Ohio
Publication Date: June 24, 2017
Start Date: June 24, 2017
End Date: June 28, 2017
Conference Session: Pre-College: Evaluation
Tagged Division: Pre-College Engineering Education Division
Page Count: 14
DOI: 10.18260/1-2--28764
Permanent URL: https://peer.asee.org/28764
Download Count: 862

Request a correction

Paper Authors

biography

Jessica D. Gale Georgia Institute of Technology, Center for Education Integrating Science, Mathematics, and Computing orcid.org/0000-0002-7361-3612

visit author page

Dr. Jessica Gale is a Research Scientist II at Georgia Tech's Center for education Integrating Science, Mathematics, and Computing (CEISMC). Her research focuses on project-based learning, STEM integration at the elementary and middle grades levels, design-based implementation research, and fidelity of implementation. Dr. Gale has a particular interest in project-based engineering in elementary school communities and the socio-cultural dimensions of pre-college engineering education. She received her M.A. and Ph.D. in Educational Studies from Emory University.

visit author page

biography

Christopher Cappelli Georgia Institute of Technology

visit author page

Christopher Cappelli, MPH, is a Research Associate II at the Center for Education Integrating Science, Mathematics, and Computing (CEISMC) at the Georgia Institute of Technology. He is a member of the CEISMC evaluation team, where he conducts research and evaluation in the fields of K-12 education and public health.

visit author page

biography

Courtney Bryant Drew Charter School

visit author page

Courtney Bryant is an extraordinarily innovative educator who helps children build, discover, and explore their surroundings through engineering design the use of makerspaces. She has taught engineering design through Project-Based Learning, and guides students through the creative process while ensuring that they take ownership over their learning. One of her greatest contributions to the school is the TinkerYard, which was designed and built by elementary students. They learned about perspective rendering, measuring, and construction, while creating a completely unique and interactive playground. She has also won many state- and nation-wide awards including the Allen Distinguished Educator Award, the Governor’s Office of Student Achievement Innovation in Teaching Award, and the Technology Association of Georgia’s STEM Award. She was featured as part of Edutopia’s Schools That Work case study and will be showcased on iTunes University. Ms. Bryant has led professional development for teachers around Atlanta and the state of Georgia and presented at conferences including the NAEA, STEAM3 and MakEdu. Courtney Bryant inspires students to create and explore through engineering design and is an excellent example for educators around the country.

visit author page

Download Paper | Permalink

Abstract

This study describes the development, initial implementation, and preliminary findings from the evaluation of one school’s grant-funded effort to use mobile makerspaces to enhance project-based learning in STEAM (Science, Technology, Engineering, Arts, and Mathematics) disciplines. With the goal of integrating makerspace resources into its existing project-based learning (PBL) instructional model, the school has designed, built, and deployed 10 STEAM Trunks, each featuring materials and tools aligned to specific themes including “Arts & Crafts”, “Construction”, “Electronics”, and “3-D printing”. Following professional development sessions that introduced the STEAM Trunks and facilitated initial project planning, K-8 teachers began incorporating STEAM Trunks into PBL. Utilizing a transformative mixed-methods approach, this case study uses observation, survey, and document data to address the question, “to what extent and in what ways are mobile makerspaces being integrated into project-based learning at each grade level?” Observations were conducted as STEAM Trunks were utilized for projects planned by teachers at each grade level, both in classrooms during the regular school day and at special school events where students showcase their projects. Using a semi-structured observation protocol, researchers focus classroom observations on student engagement with STEAM Trunk materials in order to determine whether and in what ways making using the STEAM Trunks may foster the essential elements of project-based learning. An online survey administered at the end of each semester was used to gather teacher perspectives on the STEAM Trunk initiative. This survey asks K-8 teachers to share examples of how they have used of the STEAM Trunks, to reflect on whether and how the STEAM Trunks have enhanced project-based learning in their classroom, and to provide suggestions for additional materials or improvements to the STEAM Trunks. Finally, a variety of documents including photographs, meeting agendas and notes, implementation calendars, school websites, promotional materials, and communications (flyers, emails, etc.) were analyzed as a secondary data source detailing the STEAM Trunk development and implementation process. Preliminary results suggest both challenges and benefits related to STEAM Trunk implementation. Challenges include aligning STEAM Trunk materials with project-specific needs and logistics (scheduling, arranging secure and convenient storage, monitoring and replenishing STEAM Trunk supplies and equipment). Observation and survey data indicate a high level of adoption and satisfaction among K-8 teachers and increased teacher investment in project-based learning following STEAM Trunk deployment. Additionally, observations document numerous examples of students utilizing STEAM Trunk tools and materials to meaningfully engage in the engineering design process.

Citation
Format

Gale, J. D., & Cappelli, C., & Bryant, C. (2017, June), Program Evaluation - STEAM Trunks: Enhancing K-8 Project-Based Learning through Mobile Makerspaces Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28764

TY  - CPAPER
AB  - This study describes the development, initial implementation, and preliminary findings from the evaluation of one school’s grant-funded effort to use mobile makerspaces to enhance project-based learning in STEAM (Science, Technology, Engineering, Arts, and Mathematics) disciplines. With the goal of integrating makerspace resources into its existing project-based learning (PBL) instructional model, the school has designed, built, and deployed 10 STEAM Trunks, each featuring materials and tools aligned to specific themes including “Arts &amp; Crafts”, “Construction”, “Electronics”, and “3-D printing”. Following professional development sessions that introduced the STEAM Trunks and facilitated initial project planning, K-8 teachers began incorporating STEAM Trunks into PBL. 
Utilizing a transformative mixed-methods approach, this case study uses observation, survey, and document data to address the question, “to what extent and in what ways are mobile makerspaces being integrated into project-based learning at each grade level?” Observations were conducted as STEAM Trunks were utilized for projects planned by teachers at each grade level, both in classrooms during the regular school day and at special school events where students showcase their projects. Using a semi-structured observation protocol, researchers focus classroom observations on student engagement with STEAM Trunk materials in order to determine whether and in what ways making using the STEAM Trunks may foster the essential elements of project-based learning. An online survey administered at the end of each semester was used to gather teacher perspectives on the STEAM Trunk initiative. This survey asks K-8 teachers to share examples of how they have used of the STEAM Trunks, to reflect on whether and how the STEAM Trunks have enhanced project-based learning in their classroom, and to provide suggestions for additional materials or improvements to the STEAM Trunks.  Finally, a variety of documents including photographs, meeting agendas and notes, implementation calendars, school websites, promotional materials, and communications (flyers, emails, etc.) were analyzed as a secondary data source detailing the STEAM Trunk development and implementation process. Preliminary results suggest both challenges and benefits related to STEAM Trunk implementation. Challenges include aligning STEAM Trunk materials with project-specific needs and logistics (scheduling, arranging secure and convenient storage, monitoring and replenishing STEAM Trunk supplies and equipment). Observation and survey data indicate a high level of adoption and satisfaction among K-8 teachers and increased teacher investment in project-based learning following STEAM Trunk deployment. Additionally, observations document numerous examples of students utilizing STEAM Trunk tools and materials to meaningfully engage in the engineering design process. 

AU  - Jessica D. Gale
AU  - Christopher Cappelli
AU  - Courtney Bryant
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Program Evaluation - STEAM Trunks: Enhancing K-8 Project-Based Learning through Mobile Makerspaces
UR  - https://peer.asee.org/28764
DO  - 10.18260/1-2--28764
ER  -