Program Evaluation - STEAM Trunks: Enhancing K-8 Project-Based Learning Through Mobile Makerspaces

This study describes the development, initial implementation, and preliminary findings from the evaluation of one school’s grant-funded effort to use mobile makerspaces to enhance project-based learning in STEAM (Science, Technology, Engineering, Arts, and Mathematics) disciplines. With the goal of integrating makerspace resources into its existing project-based learning (PBL) instructional model, the school has designed, built, and deployed 10 STEAM Trunks, each featuring materials and tools aligned to specific themes including “Arts & Crafts”, “Construction”, “Electronics”, and “3-D printing”. Following professional development sessions that introduced the STEAM Trunks and facilitated initial project planning, K-8 teachers began incorporating STEAM Trunks into PBL. Utilizing a transformative mixed-methods approach, this case study uses observation, survey, and document data to address the question, “to what extent and in what ways are mobile makerspaces being integrated into project-based learning at each grade level?” Observations were conducted as STEAM Trunks were utilized for projects planned by teachers at each grade level, both in classrooms during the regular school day and at special school events where students showcase their projects. Using a semi-structured observation protocol, researchers focus classroom observations on student engagement with STEAM Trunk materials in order to determine whether and in what ways making using the STEAM Trunks may foster the essential elements of project-based learning. An online survey administered at the end of each semester was used to gather teacher perspectives on the STEAM Trunk initiative. This survey asks K-8 teachers to share examples of how they have used of the STEAM Trunks, to reflect on whether and how the STEAM Trunks have enhanced project-based learning in their classroom, and to provide suggestions for additional materials or improvements to the STEAM Trunks. Finally, a variety of documents including photographs, meeting agendas and notes, implementation calendars, school websites, promotional materials, and communications (flyers, emails, etc.) were analyzed as a secondary data source detailing the STEAM Trunk development and implementation process. Preliminary results suggest both challenges and benefits related to STEAM Trunk implementation. Challenges include aligning STEAM Trunk materials with project-specific needs and logistics (scheduling, arranging secure and convenient storage, monitoring and replenishing STEAM Trunk supplies and equipment). Observation and survey data indicate a high level of adoption and satisfaction among K-8 teachers and increased teacher investment in project-based learning following STEAM Trunk deployment. Additionally, observations document numerous examples of students utilizing STEAM Trunk tools and materials to meaningfully engage in the engineering design process.