Makerspaces have garnered attention in recent educational discussions that encourage engaging and hands-on spaces in constructivist classrooms. The current study reports on lessons learned from professional development with K-3 educators that integrated a project-based approach into makerspaces. The professional development was designed to allow teacher implementation with young learners. The study used pre-survey data that informed the professional development curriculum. A qualitative approach was used to collect and analyze data from nine teachers. Findings indicate that teachers have been using hands-on STEM activities with young learners in the classrooms; however, there is a general lack of effective teaching approaches, knowledge of developmentally appropriate terminology, and design processes used in makerspaces. In addition, findings revealed that professional development that integrates implementation with young learners in real time allows teachers to reflect on the practicality of concepts and potential adaptations of approaches. Recommendations for curriculum revisions required in teacher training and professional development programs that offer STEM courses will be discussed.

Authors:
Esther Ntuli, Idaho State University, United States
Beverly Ray, Idaho State University, United States

About the Presenter(s)
Dr Esther Ntuli is a University Associate Professor/Senior Lecturer at Idaho State University, United States

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