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1 Maker Education Initiators and Innovators a Thesis Presented By 1 Maker Education Initiators and Innovators A thesis presented by Soi Chong Powell to The School of Education In partial fulfillment of the requirements for the degree of Doctor of Education College of Professional Studies Northeastern University Boston, Massachusetts July 2021 2 Abstract In an effort to interest more students in science, technology, engineering, and mathematics classes (STEM), more school systems have implemented maker education in the formal school setting. However, many teachers assigned to implement the maker curricula met difficulties due to their unfamiliarity with the maker mindset and lack of the foundational knowledge needed to implement a transformative maker education program. Some of these initial maker educators became accomplished practitioners after engaging in autodidactic cycles of experiential learning as adult learners. If we were better able to understand the stories and experiences of effective maker educators as they transformed themselves from novice to accomplished maker educators, then we might be able to support the maker education continuum by contributing insights to guide the novice educators. Using Kolb’s theory of experiential learning as a lens, this narrative inquiry research study sought to answer the following research questions using interview data from six educators in private and public JPK-12 school settings in the United States. 1.) What influences and events in the life stories of teachers channeled them to become maker educators? 2.) What were the obstacles and opportunities that maker educators encountered during their transformation from novice to proficient levels of expertise? The major findings were the following: the backgrounds of maker educators impacted their choices and ability to acquire the relevant maker skills; maker educators needed time to experientially acquire the skills and understandings needed to gain competency; the effectiveness of maker educators depended on the support of their administrators; and proficient maker educators had specific attributes that reinforced their skills. Keywords : maker education, constructivism, constructionism, progressive education, experiential education, andragogy, autodidacticism 3 Dedication This dissertation is dedicated to my parents, Koon Hep and Lai Wah Szeto Chong, who were my first teachers. As initiators and innovators, they modeled the maker mindset that inspired my siblings and me to follow our dreams. I additionally dedicate this dissertation to my husband Mark who has been by my side at every moment of this learning journey. I look forward to our future journeys together. Lastly, I dedicate this dissertation to our sons - Daniel and Kevin – who continue to initiate and innovate. 4 Acknowledgments Dr. Kelly Conn , your guidance was steadfast and reassuring. I thank you for advising me with sincerity, wisdom, and patience that helped me to reach my goal. Dr. Corliss Brown Thompson, your social justice class was inspiring. You dispelled any doubts I had about being in this program. Thank you for opening my eyes. Dr. Elicia Dynae Fullwood, you have changed the lives of many educators and their students by mentoring them through the NASA education programs that you have developed and overseen. I am privileged to be one of those teachers. Now, I thank you again for being my third reader. 5 Table of Contents Abstract .......................................................................................................................................... 2 Dedication ...................................................................................................................................... 3 Acknowledgments ......................................................................................................................... 4 Chapter 1: Introduction ............................................................................................................... 8 Statement of the Problem ................................................................................................................ 8 Topic and Research Problem .................................................................................................... 9 Justification for the Research Problem ................................................................................... 10 Deficiencies in the Context ..................................................................................................... 11 Audience ................................................................................................................................. 13 Significance of the Research Problem .................................................................................... 14 Central Research Questions .......................................................................................................... 15 Positionality Statement ................................................................................................................. 16 Theoretical Framework ................................................................................................................. 23 Foundations of Kolb’s Experiential Learning Theory ............................................................ 24 Kolb’s Learning Cycle ............................................................................................................ 27 Kolb’s Learning Styles ........................................................................................................... 29 Critics ...................................................................................................................................... 31 Justification for Using This Framework ................................................................................. 32 Key Terms ..................................................................................................................................... 33 Chapter 2: Literature Review .................................................................................................... 36 John Dewey and Progressive Education ....................................................................................... 38 Progressive Education ............................................................................................................. 39 Dewey and Experiential Education ......................................................................................... 41 Progressive Phobia .................................................................................................................. 43 Revival of Dewey’s Philosophy.............................................................................................. 44 Summary ................................................................................................................................. 47 From STEM to STEAM to Maker Education ............................................................................... 48 The Space Race ....................................................................................................................... 48 Accountability and Standardization ........................................................................................ 50 Integrating the Arts Into STEM to Yield STEAM.................................................................. 52 Possibilities of Maker Education ............................................................................................ 58 Summary ................................................................................................................................. 61 Implementing Maker Education in School Settings ..................................................................... 62 Maker Spaces, Equipment, and Materials............................................................................... 63 The Human Factors ................................................................................................................. 67 Maker Mindset Curriculum With Equity and Inclusiveness ................................................... 71 Summary ................................................................................................................................. 73 Conclusion .................................................................................................................................... 74 Chapter 3: Research Design ....................................................................................................... 78 Research Design............................................................................................................................ 80 Research Tradition ........................................................................................................................ 82 Participants .................................................................................................................................... 84 Recruitment and Access ................................................................................................................ 85 Protection of Human Subjects ...................................................................................................... 86 6 Data Collection ............................................................................................................................. 87 Data Storage .................................................................................................................................. 89 Data Analysis
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