Examining the Influence That Professional Development Has on Educators' Perceptions of Integrated STEM Safety in Makerspaces

Autor/in	Love, Tyler S.
Titel	Examining the Influence That Professional Development Has on Educators' Perceptions of Integrated STEM Safety in Makerspaces
Quelle	In: Journal of Science Education and Technology, 31 (2022) 3, S.289-302 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Love, Tyler S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-022-09955-2
Schlagwörter	STEM Education; Laboratories; Elementary Secondary Education; Postsecondary Education; Shared Resources and Services; Cooperative Learning; Safety; Teacher Attitudes; Gender Differences; Faculty Development; Program Effectiveness; Intellectual Disciplines; Self Efficacy + Suchen Sie Ihr Suchwort? STEM; Laboratory; Laboratorium; Post-secondary education; Tertiäre Bildung; Gemeinwirtschaft; Kooperatives Lernen; Sicherheit; Lehrerverhalten; Geschlechterkonflikt; Geisteswissenschaften; Self-efficacy; Selbstwirksamkeit
Abstract	Integrated STEM labs and makerspaces have become increasingly common in P-16 schools, higher education residence halls, libraries, and community centers. Although these collaborative learning spaces provide increased access to cross-cutting science, technology, engineering, and mathematics (STEM) practices, they pose inherent safety risks that are often overlooked. This study utilized a concurrent quasi-mixed design (Teddlie & Tashakkori, 2006), to investigate changes in the safety perceptions of educators' from 21 school districts. Pre- and post-survey ratings were mixed with content analyses from open-ended survey questions and accident report forms. The findings suggested that the PD experience had a significant influence on participants' safety perceptions; however, there were no significant differences according to certification areas. The analyses also revealed female participants' reported significantly greater safety self-efficacy gains than males. Additionally, 82% of the sample indicated the PD positively influenced their makerspace and integrated STEM safety knowledge. The findings indicate that high-quality safety PD can significantly influence educators' perceptions (especially females) about safer integrated STEM teaching and learning in makerspaces. This study provides implications for STEM educators, librarians, administrators, teacher educators, researchers, state education departments, school district safety officers, and others to improve the safety of cross-cutting STEM learning occurring in collaborative environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01