Towards a Stronger Conceptualization of the Maker Mindset: A Case Study of an After School Program with Squishy Circuits

Abstract

This study investigates the theoretical conception of the maker mindset in a making and tinkering afterschool program using Squishy Circuits. With a qualitative case study methodology, we analyzed the discourse and interaction of one learner guided by two analytical frameworks. Our finding shows the importance of providing making activities with various learning orientations (design, technology, collaboration, play) that challenge learners beyond their preferred engagement style to foster the development of all aspects of the maker mindset. Our finding highlights the need for a more nuanced analytical framework for characterizing how the three dimensions of a maker mindset interlock and diverge through making activities.