Perceptions and applications of maker-centered pedagogies in K – Grade 12 ADST and STEM education in BC public schools

The researcher surveyed 97 British Columbia ADST or STEM educators concerning their understandings and perceptions of maker-centred pedagogies, and their willingness to apply these approaches. Questions addressed current applications of maker-centred pedagogies in public schools, and the major factors that affect the implementation of maker-centred approaches, including the characteristics of maker-centred pedagogies, the tools and resources used in making activities, and the strategies that support maker-centred approaches. Findings from qualitative and quantitative analyses suggest that most respondents favored maker-centered pedagogies, and that maker-centred pedagogies are being implemented most often in secondary STEM classrooms, though least in Mathematics. Teachers report using both high-tech digital tools and low-tech and traditional tools in making activities. Concerns raised by respondents, but rarely mentioned in literature on making, are student safety, having sufficient physical space for making, fostering appropriate attitudes toward making, and a need for additional teacher training in this area.