Runninghead:STUDENTENGAGEMENTINSTEMMAKERSPACECLASSROOMS 1

StudentEngagementinSTEMMakerspaceClassrooms

ResearchProposal

AllisonBurnett,AnneCoustalin,FaeyzaMufti,KimDucharme,JocelynnMortlock

UniversityofBritishColumbia

WordCount:1982

STUDENTENGAGEMENTINSTEMMAKERSPACECLASSROOMS 2

Abstract
WhilemakerspaceprogramsarebecomingincreasinglypopularforengagingstudentsinSTEM

learning,littleresearchhasbeendonetoe xaminethenatureofthatengagement.This

mixedmethodsresearchstudyinvestigates15classesofgradefivestudentsfromfivepublic

schoolsinMetroVancouver.Itaimstoexaminelearnerengagementacrossallphasesofa

projectbasedSTEMmakerspaceprogram.Furthermore,thestudyinvestigatesthenatureofany

differencesinen gagementinstudentswithandwithouthighincidencespecialneeds

designations.C
onclusionsfromtheresearchwillempowerteacherstoproactivelydesignand

structurelessonstoengageamorediverserangeoflearners.

Keywords:makerspace,STEM,engagement,highincidencespecialneedsstudents,

inclusion,learnervariability

STUDENTENGAGEMENTINSTEMMAKERSPACECLASSROOMS 3

StudentEngagementinSTEMMakerspaceClassrooms

PurposeoftheStudy

Thepurposeofthisstudyistoexplorelearnerengagement(cognitive,emotionaland

behavioural)ofgradefivestudentswithandwithouthighincidencespecialneedsdesignations

acrossallphasesofaprojectbasedSTEM( Science,Technology,Engineering,andMath)

makerspaceprogram.Specifically,thestudywilladdressthefollowingquestions:

1. IstherevariationinlearnerengagementacrossdifferentphasesofaprojectbasedSTEM

makerspaceprogram?

2. Whatarethedifferences,ifany,inengagementacrosstheprojectphasesbetween

studentsw
ithandwithouthighincidencespecialneedsdesignations?

3. Whatisthenatureofthatdifference?

Manystudiesexploreengagementininformalmakerspaces.Thesestudiesfocuson

diversepopulationsincluding:femalestudents(Buechley,Eisenberg,Catchen,&Crockett,2008

Holbert,2016)atriskyouth(Somanathetal.,2016)andlearnerswithvisualandcognitive

disabilities(Buehleretal.,2016).Thesestudiesconcludethatinformalmakerspaceprograms

contributetowardsbuildingengagementinSTEMlearning(Buechleyetal.,2008Buehleretal.,

2016Dubriwnyetal.,2016Holbert,2016Sheridanetal.,2014Somanathetal.,2016Taylor,

2016).However,thesestudiesarenotsituatedwithinthecontextoftheformalclassroom,anddo

notfocusonallthreefacetsoflearnerengagementorhowtheyareexperiencedbystudentswith

specialneeds.Throughthisstudy,wehopetoprovideamoregranularunderstandingofwhether

andhowstudentsareengagedinthemakerspace.

STUDENTENGAGEMENTINSTEMMAKERSPACECLASSROOMS 4

TheoreticalFramework

StudentEngagement

Engagementisacriticalfirstelementandagatewaytosuccessfulstudentlearning

(Meyeretal.,2014).Whatsmore,whatengagesandmotivateslearnersvarieswidely.Thisisof

keyimportancetoeducationpractitioners,asresearchhasproventhatengagementscores

correlatewithstudentsperceptionsofschoolandstudentsacademicperformance(Fredricks,

Blumenfeld&Paris,2004).Ourresearchdesignusesathreedimensionalconceptualizationto

exploreengagementinaprojectbasedSTEMmakerspaceprogram.Thethreedimensions

(Fredricksetal.,2004Fredricks&McColskey,2010)aredefinedas:

Behavioralengagement:focusingonstudentparticipationandtimeontask

Emotionalengagement:encompassingstudentsinterestsintheclassroom,their

perceptionsofvalueofaclass,topicorself,andtheirreactionstoteachersandothers

Cognitiveengagement:emphasizingastudentsabilityandwillingnesstoselfregulate

andapplylearningstrategiestocompleteatask

Viewingengagementacrossallthreedimensionsofstudentengagementwillensurethatweare

consideringallaspectsofhowstudentsbehave,feelandthink.

Engagement&ProjectbasedLearning

Makerspaceeducationisbasedonaconstructivistpedagogy,wherestudentsareactively

learningbycompletingauthentictasksi.e.realworldprojectsthatrequirethemtobuildon

theirpastexperiences(Barron,2008Ford&Lott,2009).Thisresearchstudyusesprojectbased

learningasaconstructivistframeworkforexploringmakerspaceeducation.Theliterature

indicatesthatSTEMisacommonfocusinmakerspaces,andarecurringthemeinresearchon

STUDENTENGAGEMENTINSTEMMAKERSPACECLASSROOMS 5

makerspacesineducation(Dubriwny,Pritchett,H
ardesty&
Hellman,2016Sheridanetal.,

2014).Studiespointtopositivestudentengagementoutcomeswithaninquirybasedapproachin

theclassroomandinSTEMbasedprojectsspecifically.Forexample,RenzulliandReis(2012)

notethatauthentic,problembasedassignmentscreatemoremeaningfullearningopportunities

andresultinenhancedstudentengagement.OtherresearchfocusingonSTEMcurriculumina

makerenvironmentfoundthatresultsdogivereasontobelieveintheeffectivenessofa

handsonapproachtoSTEMeducation,particularlyinregardtoincreasingselfefficacyand

changingattitudestowardstechnologyandengineering(Dubriwnyetal.,2016,p.23).

DescriptionofMethods

Thisstudyemploysamixedmethodsexplanatorysequentialmethodology.Accordingto

Creswell(2012),inthistwostagemodelthequantitativedataandresultsprovideageneral

pictureoftheresearchproblemmoreanalysis,specificallythroughqualitativedatacollection,is

neededtorefine,extend,orexplainthegeneralpicture(p.542).

Instageone,quantitativedataiscollectedfromallstudentsattheendofthesixeach

distinctphasesofaSTEMmakerspaceproject.Thesephasesareunderstoodtocorrespondtothe

BCgradefivesciencecurricularcompetenciesasoutlinedbytheBritishColumbiaMinistryof

Education(2016).Thedatawillservetoanswerthefirsttworesearchquestionsinthestudy,

whichrelatetodifferencesinengagementacrossprojectphasesandbetweenpopulations.The

resultsoftheanalysiswillguidetheresearchteamin[determiningthe]questionstoaskinthis

followupphasethatbuildsontheinitialquantitativephase(Creswell,2012,p.543).

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Stagetwooccursuponcompletionofthedataanalysisfromstageone.Stagetwois

qualitative,andservestoanswerresearchquestionthree,whichexploresthenatureofthe

differenceinengagementbetweenpopulationsacrossprojectphases.

Population

Thepopulationforthestudyisgradefivestudentsattendingpublicschoolswithinthe12

schooldistrictsintheMetroVancouverarea.Theselectionofthisgeographicareaaffordsa

varietyofurbanschoolswithadiversedemographicfromwhichtodrawtheresearchsample.

Thedistrictswillbecontactedtoidentifyschoolsthathavehadamakerspaceprograminplace

forintermediatestudentsforaminimumofonefullyear.Thisservestopreventconfounding

variablesrelatedtonoveltyandinexperienceonthepartsofteachersandstudents.

Clustersamplingwillbeusedtorandomlyselectfiveschools(approximatenumberof

gradefivestudentsparticipatinginourstudy:n=5schools*3classes*30=450students)from

thelist.Schooladministrationwillbecontactedand,basedonteacherwillingnesstoparticipate

inthestudy,STEMmakerspaceprojectswillbedevelopedusingBCsnewcurricular

competencies.Eachclasswillconductoneprojectbasedmakerspaceprojectduringthestudy.

Researcherswillcollectandanalyzedatafromstudentswithandwithouthighincidence

specialneedsdesignations.Thedesignationsselectedforstudyinclude:mildintellectual

disability,gifted,learningdisability,mildtomoderatebehaviourormentalillness.(Forafull

descriptionofthesedesignations,seeAppendixA.)ThesestudentsareidentifiedbytheBC

MinistryofEducationasrequiringonlymildtomoderateinterventionsinadditiontoan

IndividualEducationPlan(IEP).Lowincidencespecialneedsareconsideredoutofscopeforthe

purposeofthisstudy.

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Procedures

TheresearchproposalwillfollowtheproceduresrequiredbytheUniversityofBritish

ColumbiaOfficeofResearchEthics.Uponapproval,theresearchteamwill:identifyandcontact

theschoolsfromwhichthesamplepopulationwillbedrawnmeetwiththeteachersparticipating

inthestudyworkwithteacherstoidentifymakerspaceprojectsthatwillbesuitableforstudy

andsendassentformstothefamiliesofthestudentsparticipatinginthestudy.

Onceinformedassenthasbeenobtained,researcherswillapplytotheschool

administrationforaccesstospecialneedsdesignationsofparticipatingstudents.Thisinformation

willbecodedbytheschooladministrationtoensurestudentanonymity.Theparticipantdata,and

theirspecialneedsdesignationswillremainconfidentialthroughouttheresearchandresults

dissemination.

Priortothecommencementofthestudy,thestudentselfreportsurveyinstrumentwillbe

pilottestedwithagradefiveclassnotinvolvedinthestudybutthatfitsthecriteriaforschool

selection.Resultsandfeedbackfromthestudentsinthepilottestwillbeusedtorefinethe

surveyinstrument.

Forstageone,quantitativedatawillbecollectedfromallstudentsintheselectedclasses

viaselfreportsurveysadministeredbyteachersattheendofeachdiscretephaseoftheproject.

Thisstagewilllast812weeks.(SeeAppendixBfortheselfreportsurvey.)

Inthesecondstage,studentswillbepurposefullyselectedtoparticipateinoneoffive

focusgroups(oneperschool)ofuptosixstudentseach.Theresearchteamwillensurethatallof

thefivehighincidencespecialneedsdesignationsstudiedarewellrepresented.Eachfocusgroup

willlastapproximately60minutes.Focusgroupshavebeenselectedforthestudyover

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oneononeinterviewsbecauseinteractionsamongthefocusgroupparticipantsmaybe

extremelyinformativeduetopeoplestendencytofeedoffotherscomments(Mertler,2015,p.

206).

DescriptionofDatasources

Anoriginalpaperbasedcrosssectionalstudentselfreportsurveywillbeadministeredat

theendofeachprojectphase.Toensurereliability,thesamequestionwillbeaskedintwo

differentwaysforeachfacetofengagement.

Toenhancestudentunderstandingofhowtotransfertheirengagementlevelstoa

Likerttypescale,ascriptmodelwillbecreatedforpracticepriortothedistributionoftheactual

survey.Theengagementquestionnairewillprovidenumericaldataforeachquestiononascale

of1to4,where1standsforThisisnotmeatalland4standsforThisiscompletelyme.

(SeeAppendixBforthesurvey).ThesurveyhasbeenadaptedfromHartetal.(2011).

Surveydatawilldescribelearnerengagementacrossthedifferentphasesofa

STEMbasedprojectwithinamakerspace,structureduponBCssciencecurricularcompetencies

forgradefive:questioningandpredicting,planningandconducting,processingandanalyzing

dataandinformation,evaluating,applyingandinnovating,andcommunicating.Statistical

analysisofthequantitativedatawillguidethecreationofquestionsforthequalitativephaseof

thestudy.

Thequalitativedatawillbecollectedviastudentfocusgroups.Studentsinthefocus

groupswillrespondtowrittenreflectionandquestionpromptsoneatatimebeforesharingwith

thegroupaftereachquestion.Thispromotessafetyandmaximizeresponsesforstudentswith

andwithouthighincidencespecialneedsdesignations,accommodatingasnecessaryforlearning

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differences.Ifneeded,semistructuredinterviewswiththeteachersandspecialistswillbe

conducted.Thequalitativeinterviewdatawillbedescriptiveandnarrativeinnature,and

analyzedinductively.

ResultsandConclusions

Thefindingsshouldbegintoshedsignificantlightonvariationsacrossthemultiple

phasesofSTEMbasedmakerspaceprojects.Quantitativedatawillilluminateengagement

patternsacrossthephasesforstudentswithandwithouthighincidencespecialneeds.Qualitative

focusgroupdatawillfillinadditionaldetailsregardingthenatureofthevariations.

Factorsthatmayaffectthegeneralizabilityofthestudyincludedifferencesinteaching

stylesandvariationinthemakerspacesateachschool.Teachersmayalsobeworkingon

differentunitsfromthesciencecurriculum,whichcouldaccountforvariabilityinengagement

basedonperceivedinterestofthematerial.B
ecausethereissignificantvariationintheneedsand

challengesofstudentswithineachofthesegroups,ahighdegreeofnuanceisnotpossiblewithin

theconfinesofthestudy.T
akenasawhole,however,thenumberofgroupsselected,thesizeof

eachgroup,andthemultilessonapproachshouldaffordsufficientdatatoprovideameaningful

analysis.

EducationalResearchSignificance

Makerspaceeducationresearchisstillinitsearlystages.Todate,therehasbeenvirtually

noresearchdoneonengagementwithinthecontextofmakerspaceeducation,norrelatingto

learnerswithspecialneeds.Thisresearchwillbegintobuildanimportantbodyofknowledgeby

investigatingengagementlevels:withinthecontextoftheformalclassroomacrossthephasesof

projectbasedlearningandinrelationtohighincidencespecialneeds.Thiswilladdtothe

STUDENTENGAGEMENTINSTEMMAKERSPACECLASSROOMS 10

understandingofthecontextualfactorsacrossdifferentphasesofprojectbasedlearningina

makerspace,whichcanbetargetedandadaptedtoimprovestudentengagementforadiverse

rangeoflearners.Finally,thisstudywillprovideresearcherswithafoundationfromwhichto

basefurtherinvestigationsintothelevelofengagementforallstudentsinamakerspaceprogram.

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References

BritishColumbiaMinistryofEducation.(2016).BCCurriculumGradeFiveScience.Retrieved

fromBCsNewCurriculumwebsite:https://curriculum.gov.bc.ca/curriculum/science/5

BritishColumbiaMinistryofSpecialEducation.(2016).SpecialEducationServices:AManual

ofPolicies,ProceduresandGuidelines.RetrievedfromtheBCMinistryofSpecial

Educationwebsite:https://www.bced.gov.bc.ca/specialed/special_ed_policy_manual.pdf

Buechley,L.,Eisenberg,M.,Catchen,J.,&Crockett,A.(2008,April).TheLilyPadArduino:

usingcomputationaltextilestoinvestigateengagement,aesthetics,anddiversityin

computerscienceeducation.InProceedingsoftheSIGCHIConferenceonHuman

FactorsinComputingSystems( pp.423432).ACM.

Buehler,E.,Comrie,N.,Hofmann,M.,McDonald,S.,&Hurst,A.(2016).Investigatingthe

Implicationsof3DPrintinginSpecialEducation.A
CMTransactionsonAccessible

Computing,8( 3),11:111:28.h ttps://doi.org/10.1145/2870640

Creswell,J.W.(2012).EducationalResearch:Planning,Conducting,andEvaluating

QuantitativeandQualitativeResearch.PearsonHigherEd.

Dubriwny,N.,Pritchett,N.,Hardesty,M.,&Hellman,C.M.(2016).ImpactofFabLabTulsaon

StudentSelfEfficacytowardSTEMEducation.J ournalOfSTEMEducation:

InnovationsandResearch,17(2),2125.

Fredricks,J.A.,Blumenfeld,P.C.andParis,A.H.2004.Schoolengagement:Potentialofthe

concept,stateoftheevidence.ReviewofEducationalResearch,74:59109.

Fredricks,J.A.,&McColskey,W.(2012).Themeasurementofstudentengagement:A

comparativeanalysisofvariousmethodsandstudentselfreportinstruments.In

STUDENTENGAGEMENTINSTEMMAKERSPACECLASSROOMS 12

HandbookofResearchonStudentEngagement( pp.763782).SpringerUS.

Hart,S.R.,Stewart,K.,&Jimerson,S.R.(2011).TheStudentEngagementinSchools

Questionnaire(SESQ)andtheTeacherEngagementReportFormNew(TERFN):

ExaminingthePreliminaryEvidence.C
ontemporarySchoolPsychology,15,6779.

Holbert,N.(2016).Leveragingculturalvaluesandwaysofknowingtoincreasediversityin

makeractivities.InternationalJournalofChildComputerInteraction,9,3339.

Mertler,C.A.(2015).I ntroductiontoEducationalResearch.S
agePublications.

Meyer,A.,Rose,D.H.,&Gordon,D.(2014).U
niversaldesignforlearning:Theoryand

practice.Wakefield,MA:CASTProfessionalPublishing.

SchoolDistrictNo.27(n.d.).SpecialNeedsCategories.RetrievedfromSchoolDistrictNo.27

website:

http://www.sd27.bc.ca/studentsupportservices/individualeducationplans/specialneeds

categories

Sheridan,K.M.,Halverson,E.R.,Litts,B.K.,Brahms,L.,JacobsPriebe,L.,&Owens,T.

(2014).Learninginthemaking:Acomparativecasestudyofthreemakerspaces.Harvard

EducationalReview,84(4),505.

Somanath,S.,Morrison,L.,Hughes,J.,Sharlin,E.,&Sousa,M.C.(2016,February).Engaging

'AtRisk'StudentsthroughMakerCultureActivities.InP
roceedingsoftheTEI'16:Tenth

InternationalConferenceonTangible,Embedded,andEmbodiedInteraction(pp.

150158).ACM.

Renzulli,J.&Reis,S.(2012).Avirtuallearningapplicationoftheschoolwideenrichmentmodel

andhighendlearningtheory.GiftedEducationInternational.Vol28,No1,pgs.1940.

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Retrievedfrom:

http://gei.sagepub.com.ezproxy.library.ubc.ca/content/28/1/19.full.pdf+html

Taylor,B.(2016).EvaluatingthebenefitofthemakermovementinK12STEMeducation.

ElectronicInternationalJournalofEducation,Arts,andScience(EIJEAS),122.

STUDENTENGAGEMENTINSTEMMAKERSPACECLASSROOMS 14

AppendixA

HighIncidenceSpecialNeedsCategoriesIncludedintheStudy

AccordingtoSchoolDistrictNo.27(n.d.),thefollowingisthedescriptionofthe

highincidencespecialneedcategories:

CodeKMildIntellectualDisability

Studentswithintellectuallyfunctioningbetween2and3standarddeviationsbelowthe

norm,asperClevelintellectualfunctioningassessment,delayedadaptivebehaviourand

functioningofsimilardegreeaswellaspossiblegrossandfinemotor,communication,social

reasoning,memory,problemsolvingandconceptualskillacquisition.

CodePGifted

Studentwhopossessdemonstratedorpotentialabilitiesofanexceptionallyhigh

capabilitywithrespecttointellect,creativity,orskillsassociatedwithspecificdisciplines.

Studentswhoaregiftedoftendemonstrateoutstandingabilitiesinmorethanonearea.They

demonstrateextraordinaryintensityoffocusintheirareaoftalentorinterest.

CodeQLearningDisabilities

Learningdisabilitiesvaryconsiderablyintheirseverityandimpactonlearning.Students

requireaneducationalplanthatbuildsonstrengthswhileremediatingorcompensatingfortheir

disabilitiesthroughintensedirectinstructionand/orinstructioninlearningandcompensatory

strategies.Studentswithlearningdisabilitiesmeetthefollowingcriteria:persistentdifficultiesin

acquisitionofpreacademicskillsand/oracquisitionofreading,writingand/ornumeracyskills

and/orasignificantdiscrepancybetweenestimatedlearningpotentialandacademicachievement

STUDENTENGAGEMENTINSTEMMAKERSPACECLASSROOMS 15

asmeasuredbynormreferencedinstrumentsinGr.412significantweaknessinoneormore

cognitiveprocesses(perceptionmemory,attention,receptiveorexpressivelanguageabilities,

visualspatialabilities)relativetooverallcognitivefunctioningnottheresultofotherdisabling

conditions.

CodeRMildtoModerateBehaviourSupport/MentalIllness

Studentsinthemoderatebehaviourcategorymayexhibitoneormoreofthefollowing:

aggression,negativeorundesirableinternalizedpsychologicalstate(anxiety,stress,depression)

behavioursrelatedtosocialproblems(delinquency,substanceabuse,childabuseorneglect)

behavioursrelatedtootherdisablingconditionslikethoughtdisorder,neurologicalor

physiologicalconditions.Theseverityandfrequencyofthebehaviouroveranextendedperiodof

timehaveaverydisruptiveeffectonclassroomlearning,socialrelationsorpersonaladjustment.

StudentsinrehabilitationprogramsjointlyfundedbytheMinistryforChildrenandFamiliesare

includedinthisfundingcategorywhentheymeettheabovecriteria.

Formoreinformationonspecialneedscategories,seeS pecialEducationServices:A

ManualofPolicies,ProceduresandGuidelines(B
ritishColumbiaMinistryofSpecialEducation,

2016).

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AppendixB

StudentSelfReportQuestionnaireDRAFT

Note:Inthefollowingsixquestionnaires,questionsrelatedtoeachfacetofengagementhave

beentaggedusingabbreviations:[B]forbehavioralengagement,[E]foremotionalengagement

and[C]forcognitiveengagement.Thesetagswillberemovedinthefinalquestionnaire.The

orderofthequestionswillalsoberandomized.

Phase1:Questioningandpredicting

Pleaseanswerthefollowingquestions:

[B]1.Mycuriosityhelpsmethinkoflotsofquestionsandpredictions.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[B]2.Iusuallycan'tthinkofmorethanonequestiontoaskaboutourinvestigation.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[E]3.Imgoodatcomingupwithquestionsaboutourinvestigation.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[E]4.Imnotoftencuriousaboutthesciencetopicswerelearning.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[C]5.Ihavestrategiesforgeneratingquestions.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[C]6.Imlostwhenitcomestoknowinghowtoaskquestions.

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1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

Phase2:Planningandconducting

Pleaseanswerthefollowingquestions:

[B]1.Whenweplan,Itryhardtoparticipateandcontributeideas.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[B]2.Iletsomeoneelsedotheplanning.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[E]3.Whenweplan,andfeelmyideasarevaluedandlistenedto.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[E]4.Idon'tusuallyhavegoodideasabouthowtodesignourproject.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[C]5.Ihaveeffectivewaystoorganizemyplanning.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[C]6.Ieasilygetofftrackandmixedupwhenplanning.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

Phase3:Processingandanalyzingdataandinformation

Pleaseanswerthefollowingquestions:

[B]1.Itryhardtointerpretandmakesenseofourprojectresults.

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1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[B]2.Ithinkfiguringoutwhatourdatameansissomeoneelse'sjob.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[E]3.Ifindprocessingandanalyzingdataandinformationenjoyable.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[E]4.IworrythatIwon'tbeabletomakesenseofourdataresults.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[C]5.Ihavestrategiesforanalyzingandexplainingourprojectresults.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[C]6.Ioftendontknowhowtomakesenseofourprojectresults.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

Phase4:Evaluating

Pleaseanswerthefollowingquestions:

[B]1.Ioftensuggestimprovementstoourinvestigationmethods.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[B]2.Iworkhardtofigureouthowourinvestigationcouldbeimproved.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[E]3.Ifeelourprojecthasvalue.

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1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[E]4.Thisprojectwasawasteoftime.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[C]5.WhenwhatImmakingdoesntsucceed,Itryitadifferentway.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[C]6.Iknowhowtoevaluatemyprojectandsuggestimprovements.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

Phase5:ApplyingandInnovating

Pleaseanswerthefollowingquestions:

[B]1.Iwasveryinvolvedindesigningourgroupproject.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[B]2.Iplayedabigpartinwhatourgroupmade.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[E]3.Ilearnbetterwhenlearningthroughmaking.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[E]4.Ifeelourprojecthasvalue.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[C]5.Whenmyexperimentorprojectfails,itsokaybecauseIlearnfromitandthishelps

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meknowwhattodonext.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[C]6.Whenmyexperimentorprojectfails,Idontknowwhattodonext.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

Phase6:Communicating

Pleaseanswerthefollowingquestions:

[B]1.Itryhardtoexpressmyideasandexplanationsinavarietyofways.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[B]2.Becauseitshardformetoexpressmyideasandexplanations,Idontusuallytry.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[E]3.Workingtogetherandcommunicatingmyideasandexplanationsinagroupisfun.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[E]4.Igetnervouswhenitstimetoshare.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[C]5.Ihavewaystoexpressmyideasandexplanations.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

[C]6.Myideasremainstuckinsidemyhead.

1.Notmeatall 2.Notreallyme 3.Alittlebitme 4.Thisiscompletelyme

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