Exploring the Influence of Equity-Oriented Pedagogy on Non-Dominant Youths’ Attitudes Toward Science Through Making

Abstract

The purpose of this qualitative case study was to explore how equity-oriented pedagogy infused with Making activities promoted five non-dominant middle school youths’ attitudes toward science in an after-school program in the Midwestern United States. The researchers conducted pre- and post-interviews with five students from non-dominant backgrounds, and also administered attitudinal surveys to the five students at two time points (pre/post). Additionally, the researchers observed the level of student participation by video recording each after-school session, observed the level of student anxiety by using skin temperature biofeedback, and examined student artifacts. The findings revealed three themes. This study found that equity-oriented pedagogy infused with Making activities showed great potential in sustaining non-dominant youths’ positive attitudes toward science.

Keywords:

• after-school program
• informal learning environments
• maker education
• non-dominant youth
• physiological data
• scientific argumentation

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Rockford School District under Grant [R2002243].