The Engineering Education Maker Identity Project: Process and Tools as Boundary Objects within Cross-Disciplinary Collaboration

ID: 50860 Type: Brief Paper
  1. Shaunna Smith, Kimberly Talley, Araceli Ortiz, and Vedaraman Sriraman, Texas State University, United States

Wednesday, March 8 3:40 PM-4:00 PM

No presider for this session.

This brief paper highlights the impact of a semester-long makerspace experience focused on cross-disciplinary collaboration by specifically addressing the preliminary findings from in-/pre-service teacher participants. As a subset of a larger study, we use preliminary analysis of weekly reflective journals and the Engineering Design Self-Efficacy survey instrument to examine how in-/pre-service teachers’ maker identity changes over time. Through the theoretical lens of boundary objects (Star & Griesemer, 1989), preliminary results show how participants appropriate and recontextualize the value, goals, and meanings of both a) the engineering design process and b) digital fabrication/maker tools within the context of K-12 learning environments.


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