Transforming maker mindsets: A case study of elementary students in a maker education context during lesson study

Abstract

Utilizing a case study approach, this research investigates the transformation of elementary students' Maker mindsets within the context of Maker education through a lesson study cycle. The study focuses on the Maker mindsets transformation of three students with varying abilities, deliberately chosen as information-rich participants. A project-specific questionnaire, the Maker Mindsets Scale, was employed to facilitate self-assessment of Maker mindsets before and after intervention. Additionally, teachers' post-lesson discussion meetings were observed, and semi-structured interviews with participating teachers were conducted to gauge their perceptions of students' Maker mindsets transformation. The analysis encompassed students' semi-structured reflection logs and interviews to uncover the underlying factors driving Maker mindsets transformation. The results revealed distinct variations in how students of different abilities perceived their Maker mindsets transformation. Nonetheless, participant teachers consistently observed transformations in STEM (Science, Technology, Engineering, Mathematics) thinking skills, self-efficacy, motivation, and collaborative learning across all students. The study further identifies a collaborative convergence of multiple factors contributing to Maker mindsets transformation, spanning teacher, student, and pedagogical perspectives. These findings carry significant implications for educators, advocating for the implementation of customized strategies, authentic contextualization, structured methodologies, and collaborative frameworks to holistically nurture Maker mindsets evolution. Moreover, our study underscores the practicality of the LS approach in fostering collaborative development of innovative pedagogical strategies aimed at fostering Maker mindsets formation.