Purpose This paper aims to introduce and explores the use of electrodermal activity (EDA) data as a tool for obtaining data about youth engagement during maker learning activities. Design/methodology/approach EDA and survey data were collected from a yearlong afterschool maker program for teens that met weekly and was hosted at a children’s museum. Data from four youth who were simultaneously present for eight weeks were examined to ascertain what experiences and activities were more or less engaging for them, based on psychophysiological measures. Findings Most of the focal youth appeared to show higher levels of engagement by survey measures throughout the program. However, when examined by smaller time intervals, certain activities appeared to be more engaging. Planning of maker activities was one space where engagement was higher. Completing sewing projects with minimal social interaction appeared to be less engaging. Specific activities involving common maker technologies yielded mixed levels of engagement. Originality/value Some research is emerging that uses EDA data as a basis for generating inferences about various states while participating in maker learning activities. This paper provides a novel analysis building on some techniques established in the still emergent body of prior research in this area.
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This content will become publicly available on April 17, 2025
Appropriateness and use of civic engagement, advocacy, and behavior change techniques in environmental education across the United States
Recent research suggests that many environmental education (EE) programs for
youth in the United States focus on meeting educational standards rather than
using civic engagement and advocacy techniques to promote environmental
literacy. We distributed a survey to members of several EE organizations to identify
which civic engagement, advocacy, and behavior change techniques a sample
of EE providers feel are appropriate to use for youth at different developmental
stages (grades 4–5, grades 6–8, and grades 9–12), as well as the extent to which
they use them. Educators rated many techniques as less appropriate and were
less likely to use them with younger age groups. We also conducted an appropriateness/
use analysis to identify techniques that were deemed highly appropriate
but were not used as often. The techniques related to civic engagement
and advocacy for diversity, equity, and inclusion appeared underutilized.
Implications of these findings for policy and practice are discussed.
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- Award ID(s):
- 1906610
- PAR ID:
- 10516608
- Publisher / Repository:
- Routledge
- Date Published:
- Journal Name:
- The Journal of Environmental Education
- ISSN:
- 0095-8964
- Page Range / eLocation ID:
- 1 to 19
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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