The purpose of this study is to understand Young Makers in K-12 and how their knowledge, skills, and attitudes might prepare them to pursue advanced STEM education and careers. This study will advance the currently limited knowledge of the Young Maker community by developing theory characterizing Young Makers and their pathways through the lens of formal engineering education. The aim is to establish evidence as to how Making benefits Young Makers and affects their pathways to STEM majors and related careers.

The results of this study will transform the conversation of who Young Makers could become, linking Making with engineering in the same way that students who excel in science and math are pointed toward engineering by parents and career counselors. By sharing a diverse (by age, gender, and ethnicity) set of success profiles of Young Makers widely in the formal education system to students, K-12 school administrators, university leaders, admissions officers, and to Young Makers both online and at Young Maker community events, we aim to illuminate pathways for Young Makers to become the engineers of the future. In addition, this study could inform future innovation in formal K-12 STEM pedagogy based on successful attributes of informal engineering education and tinkering activities.

Project Start
Project End
Budget Start
2013-09-01
Budget End
2017-08-31
Support Year
Fiscal Year
2013
Total Cost
$300,000
Indirect Cost
Name
Arizona State University
Department
Type
DUNS #
City
Tempe
State
AZ
Country
United States
Zip Code
85281