Maker-Centered Learning in STEM: A Case Study of a Chemistry Teacher's Lived Experience

Abstract

Researchers and educators are exploring approaches to integrate the maker movement in educational spaces such as STEM subjects to explore the importance of artifact creation through physical and digital tools. They are investigating strategies and models of its application in the classroom. However, research is needed to understand the lived experiences of teachers implementing makercentered learning activities in the classrooms. Addressing this gap, this study employed a phenomenological method to document the struggles and breakthroughs of a chemistry teacher in maker-centered learning. As a qualitative case study, it provided an in-depth understanding of her lived experience, explaining the affordances and constraints of the implementation of a makercentered learning framework. This study highlights the significance of adopting maker-centered learning in the STEM curriculum. It suggests that maker-centered learning activities can promote engaging opportunities for students in STEM subjects by enabling them to acquire skills to engage in the physical creation of artifacts. It was evident in the study that a teacher’s past experiences, education, and professional development can play an important role in shaping their teaching practices and pedagogical dispositions. The purpose of this research is to add empirical qualitative research to further support the benefits of maker-centered learning in educational spaces.