I Make, Therefore I Am: An Investigation of Curriculum-based Making on Children's Self-Identity
summary
Year-long, curriculum-integrated intervention with 121 third–fifth graders uses 18 one-week maker kits (digital fabrication + open-source electronics, adding programming later) aligned to weekly science goals. Results show significant gains in science self-efficacy and STEM career interest (first-choice STEM rising from ~4.8% to ~19.5%, control ~2.2%), increased making self-efficacy and interest versus controls, a positive but non-significant trend for maker identity, and no direct change in state test scores though test scores correlate with science self-efficacy and maker-related traits suggesting an indirect pathway.
AI-written summary · about
chapters (5)
- 0:00Introduction and research context
- 3:19Making intervention in classrooms
- 8:45Research findings and model
- 13:20Key takeaways and future work
- 16:08Q&A session
related talks
06mDesign and Evaluation of DIO Construction Toolkit for Co-making Shared Constructions
30mBuilding skills for a digital first future: Design career panel
30mFigma deep dive: Make
20mStreets for People: Engaging Children in Placemaking Through a Socio-technical Process
56mShape Your Future Self
21mMaking Collective Experiences in Transformations Immediately Visible
29mCreativity is contagious
10mYou Had Me at Hello: The Impact of Robot Group Presentation Strategies on Mental Model Formation