Educators perceive success in maker programs as observable at multiple timescales, from immediately in the moment to over multiple programs or years¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Interview data indicate staff and educators expect instances of success to appear immediately, at the end of a program or short series, or over multiple programs or years. → Kailea Saplan · Sam Abramovich · Peter Wardrip 2024

Evidence¶

Kailea Saplan · Sam Abramovich · Peter Wardrip 2024¶

Kailea Saplan · Sam Abramovich · Peter Wardrip. (2024). Analyzing properties of success for assessment development in maker-based learning. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10286-1

q2 · i? · qualitative · r2

From the interview study: example A referenced a parent reporting a child's changed behavior six months after a program, while examples B and C referenced immediate aha moments and end-of-activity moments. The article reports success "is observable at different timescales."

"In addition to describing how success is performed in makerspaces, staff and educators implied that success is observable at different timescales."

Discussion¶

Related Claims¶

• Library staff and maker educators describe success in maker programs through four themes: who demonstrates success, how it is demonstrated, what makes it visible, and with whom it is shared — possibly the same claim (merge candidate)
• The subject of success in library makerspaces is often someone other than the participating patron, such as facilitators or parents — related
• Staff and educators describe success as demonstrated either through acquiring skills and mindsets or through participating behaviors, aligning with Sfard's acquisition and participation metaphors — related