Project-based Learning, Makerspaces, and STEAM

Throughout my research, I found overwhelming support for the results if teachers use project-based learning and makerspaces. First, project-based learning research has seen an increase in student achievement, “a recent collaborative study conducted by the University and Michigan and Michigan State University suggests the implementation of project-based learning correlated positively with student achievement, particularly in schools serving high-poverty communities” (Schuetz, 2018, para. 18). Furthermore, another study found when compared to traditional teaching (the control group), “gains were 63 percent higher for social studies and 23 percent higher for informational reading than in the control group” (Duke & Halvorsen, 2017, para. 6). Project-based learning does more than increase student achievement “because of its focus on 21st-century skills; the PBL model also enhances students’ technology abilities” (Schuetz, 2018, para. 19). Jennifer Gonzalez (as cited in Schuetz, 2018) noted, “project-based learning helps students develop teamwork and problem-solving skills, along with the ability to communicate effectively with others. The collaborative nature of projects also reinforces the social-emotional learning (SEL) programs being implemented at progressive schools around the world” (para. 19). Although not as heavily researched as project-based learning, makerspaces are making a significant impact on education and changing the way students are taught. “What we do know right now is that if makerspaces provide opportunities for students to understand and implement design thinking, service learning, and 21st-century skills, those students are going to be more prepared for a future workforce” (Busch, 2017, para. 9). Makerspaces not only include technology but make the focus of the project about the technology, “the Maker Movement sees tools and technology as essential elements for solving unsolvable problems” (WeAreTeachers, 2013, para. 19).

 The reduction in interest and retention in STEAM education is not only sad but scary for our country’s future job force. As the testing company ACT (2017) explained:

• FACT: Workers in the STEM fields (science, technology, engineering, and mathematics) are in high demand. 
• FACT: The number of STEM occupations in the U.S. will grow by 8.9 percent between 2014 and 2024. 
• FACT: Policymakers at all levels of government are emphasizing the importance of educating students for STEM-related jobs, including federal Department of Education grant prioritization to STEM-related proposals. (p. 1) 

However, the same report by ACT (2017) also found alarming results “FACT: According to ACT data, not enough U.S. students are equipped for STEM opportunities—now or in the future” (para. 1). The ACT is not the only research that supports this saddening data about the STEAM/STEM fields of education and jobs. “A total of 48 percent of bachelor’s degree students and 69 percent of associate’s degree students who entered STEM fields between 2003 and 2009 had left these fields by spring 2009” (Chen & Soldner, 2013, p. iv). The rate of loss of interest and retention amongst girls and minority groups is extremely alarming, “74% of middle school girls express an interest in engineering, science, and math… But only 0.3% chose computer science as a major when they get to college” (Barone, 2019, para. 11). However, makerspaces may be able to combat these statistics, “The breadth of options and the ‘can-do’ attitude espoused by the movement is exactly what students need, especially girls who tend to opt out of science and math in middle and high school” (WeAreTeachers, 2013, para. 7). U.S. News (as cited in Barone, 2019) describes the state of STEM amongst minority groups, “African-American and Latino workers also now represent 29 percent of the general workforce population… But just 16 percent of the advanced manufacturing workforce, 15 percent of the computing workforce, and 12 percent of the engineering workforce” (para. 14). Ramierz (2014) explains some ways to get more girls and minorities into the STEM/STEAM education areas: One approach to address the leaks is more mentoring, and by tuning the culture so that students don't feel excluded, or feel like impostors, or have to find the relevance of hard topics on their own. We need to do a better job of selling STEM -- and then be brave enough to make STEM classes irresistible. (para. 8)

 As a non-STEAM discipline, I can help in many different ways to incorporate the skills needed for STEAM fields in social studies content. These skills can be used in all non-STEAM disciplines, first taking a project-based learning approach can teach many skills necessary for STEAM jobs. In one study found that project-based learning not only found “growth in collaboration, communication, and critical thinking,” but also reported an “increase in student engagement and inquiry” and “creating products excitement in learning, fun, did not realize it was math or science” (Speziale, n.d., para. 7). Next, increasing the use of using statistics in socials studies, throughout history, there are many statistics students can study. “If I were to choose one specific discipline for students to study, it would be statistics, a course that can be applied across all STEM fields” (Adams, 2017, para. 4). Non-STEAM disciplines can also use more problem-solving and creativity in their curriculum, “what binds together the STEM movement is the notion of modern skills. Employers talk about problem-solving… We don’t always teach to think outside of the box. You’ve got to look at a problem from a different perspective sometimes” (Adams, 2017, para. 5). Other ways to promote STEAM skills in Non-STEAM disciplines would include teaching argumentation, intellectual curiosity, data-driven decision-making, and flexibility (Adams, 2017).

 As I work on becoming a professional development specialist for my district and instructional technology coach, my job is to help teachers increase project-based learning, makerspaces, and STEAM curriculum. Although the data shows project-based learning and makerspaces enhance student achievement, teachers still struggle to put these practices into place in the classroom. “Teachers need to participate in meaningful professional development to be able to migrate from traditional teaching techniques to those used (i.e., inquiry and self-directed research) in a project-based classroom” (Speziale, n.d., para. 9). My job is to provide these types of professional developments that will increase the use of PBL. “Science and engineering is done through tinkering. We owe it to our children to give them the tools and experiences that actual scientists and engineers use, and now is the time to bring these tools and learning opportunities into classrooms” (WeAreTeachers, 2013, para. 9). Providing teachers with training in different makerspace tools should be another focus of professional development. Teachers are often reluctant to put a new tool into practice in the classroom if they are unfamiliar with that tool and can’t find time to explore the device. As a professional development coordinator it is my job to provide the training teachers need so they are comfortable and willing to try new technology and tools in their classroom.

 References
Adams, C. (2017). The 7 Most Important STEM Skills We Should Be Teaching Our Kids. Retrieved from
 ACT. (2017). STEM education in the U.S.: Where we are and what we can do [PDF file]. Retrieved from https://www.act.org/content/dam/act/unsecured/documents/STEM/2017/STEM-Education-in-the-US-2017.pdf
 Barone, R. (2019). The state of STEM education told through 12 stats. Retrieved from https://www.idtech.com/blog/stem-education-statistics
Busch, L. (2017). How should we measure the impact of makerspaces? Retrieved from https://www.edsurge.com/news/2017-01-09-how-should-we-measure-the-impact-of-makerspaces 
Chen, X. & Soldner, M. (2013). STEM attrition: College students’ paths into and out of STEM fields [PDF file]. Retrieved from https://nces.ed.gov/pubs2014/2014001rev.pdf
Duke, N. K. & Halvorsen, A. (2017). New study shows the Impact of PBL on student achievement. Retrieved fromhttps://www.edutopia.org/article/new-study-shows-impact-pbl-student-achievement-nell-duke-anne-lise-halvorsen
Ramirez, A. (2014, September 24). Why students leave STEM. Retrieved from http://www.edutopia.org/blog/why-students-leave-stem-ainissa-ramirez 
Schuetz, R. (2018). Project-based learning: benefits, examples, and resources. Retrieved from https://www.schoology.com/blog/project-based-learning-pbl-benefits-examples-and-resources 
Speziale, K. (n.d.). Study confirms project-based learning has a positive impact on how students learn science and math. Retrieved from https://www.definedstem.com/blog/project-based-learning-research/
WeAreTeachers. (2013, November 5). The ultimate guide to bringing the maker movement to your classroom. Retrieved from https://www.weareteachers.com/making-matters-how-the-maker-movement-is-transforming-education/