Students must learn how to be prepared to enter the global digital network and acquire skills for the 21st century. Maker education allows for the development of such skills. This paper focuses on the implementation of Maker activities within a primary education context through a 10-hour programme across 10 schools. The study aims to analyse the possible impacts of maker education interventions on students’ Maker mindset (self-efficacy, interest and motivation), as well as assessing potential gender ...
Students must learn how to be prepared to enter the global digital network and acquire skills for the 21st century. Maker education allows for the development of such skills. This paper focuses on the implementation of Maker activities within a primary education context through a 10-hour programme across 10 schools. The study aims to analyse the possible impacts of maker education interventions on students’ Maker mindset (self-efficacy, interest and motivation), as well as assessing potential gender differences regarding their prior experience with Maker education and changes experienced on their Maker mindset. Questionnaires were administered before and after the programme's implementation on a sample of 239 students. Results showed that Maker interventions can have positive effects on students’ Maker mindset, increasing their self-efficacy, interest and motivation. In terms of gender differences, girls seemed to have less prior experience with Maker education than boys, yet they reported the same level of interest and motivation. This study contributes to demonstrating the positive impact that Maker education can have on primary education school settings in order to develop 21st century digital skills and bridging the gender gap in STEAM-related subjects.
+
