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

  1. Shaunna Smith, Texas State University, United States
  2. Kimberly Talley, Texas State University, United States
  3. Araceli Ortiz, Texas State University, United States
  4. 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.

ID
50860
Type
Brief Paper
Topics
Digital Fabrication Maker (Formerly Engineering Education)
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