The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). The project plans to develop and study a series of metacognitive strategies that support learning and engagement for struggling middle school students during makerspace experiences. The makerspace movement has gained recognition and momentum, which has resulted in many schools integrating makerspace technologies and related curricular practices into the classroom. The study will focus narrowly on establishing a foundational understanding of how to ameliorate barriers to engaging in design learning through the use of metacognitive strategies. The project plans to translate and apply research on the use of metacognitive strategies in supporting struggling learners to develop approaches that teachers can implement to increase opportunities for students who are the most difficult to reach academically. Project strategies, curricula, and other resources will be disseminated through existing outreach websites, research briefs, peer-reviewed publications for researchers and practitioners, and a webinar for those interested in middle-school makerspaces for diverse learners.
The research will address the paucity of studies to inform practitioners about what pedagogical supports help struggling learners engage in these makerspace experiences. The project will focus on two populations of struggling learners in middle schools, students with learning disabilities, and students at risk for academic failure. The rationale for focusing on metacognition within makerspace activities comes from the literature on students with learning disabilities and other struggling learners that suggests that they have difficulty with metacognitive thinking. Multiple instruments will be used to measure metacognitive processes found to be pertinent within the research process. The project will tentatively focus on persistence (attitudes about making), iteration (productive struggle) and intentionality (plan with incremental steps). The work will result in an evidence base around new instructional practices for middle school students who are struggling learners so that they can experience more success during maker learning experiences.