Given the proliferation of makerspace experiences in K-12 education, there is a growing need to ensure accessibility for all learners, including those with disabilities and those at risk of academic failure. The limited research on these populations suggests that it is essential to examine how a broader range of learners participate in K-12 maker activities and any barriers that they face. We employed a cross-case qualitative methodology to investigate issues of participation and engagement by collaborating with four teachers who incorporated maker activities into STEM or science classes in four different middle schools. Across the four schools, teachers reported multiple challenges faced by learners including student-specific, instructional, and systemic barriers. Despites these challenges, however, we found evidence of students with disabilities meaningfully participating in maker activities. Implications for future research and practices are discussed from an ecological model perspective.
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Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs
In efforts to increase scientific literacy and enhance the preparation of learners to pursue careers in science, there are growing opportunities for students and teachers to engage in scientific research experiences, including course-based undergraduate research experiences (CUREs), undergraduate research experiences (UREs), and teacher research experiences (TREs). Prior literature reviews detail a variety of models, benefits, and challenges and call for the continued examination of program elements and associated impacts. This paper reports a comprehensive review of 307 papers published between 2007 and 2017 that include CURE, URE, and TRE programs, with a special focus on research experiences for K–12 teachers. A research-supported conceptual model of science research experiences was used to develop a coding scheme, including participant demographics, theoretical frameworks, methodology, and reported outcomes. We summarize recent reports on program impacts and identify gaps or misalignments between goals and measured outcomes. The field of biology was the predominant scientific disciplinary focus. Findings suggest a lack of studies explicitly targeting 1) participation and outcomes related to learners from underrepresented populations, 2) a theoretical framework that guides program design and analysis, and, for TREs, 3) methods for translation of research experiences into K–12 instructional practices, and 4) measurement of impact on K–12 instructional practices.
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- PAR ID:
- 10180840
- Date Published:
- Journal Name:
- CBE—Life Sciences Education
- Volume:
- 18
- Issue:
- 4
- ISSN:
- 1931-7913
- Page Range / eLocation ID:
- ar65
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1187/cbe.19-03-0069
