IMPACT OF MAKER-SPACE PROJECT TO PROVIDE COMPUTER SCIENCE EDUCATION TO MIDDLE SCHOOL STUDENTS IN THE ALABAMA BLACK BELT REGION

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This paper describes a program to introduce computer science (CS) to middle school students in rural Alabama, USA, and presents research on the impact of the program on teachers and students.The hands-on program established a dedicated area equipped with grade-appropriate CS resources, in which students receive mentored, structured, and continuous hands-on activities using the Micro:bit system.The goal was to have students engage in "learning CS through making", a pedagogical approach grounded in educational research that is expected to promote deep awareness, interest, skills, and learning about CS.The teachers participated in intensive professional development and received regular follow-ups from the course instructors.Researchers utilized a mixed method, repeated measures design to investigate the impact of the project on teachers and their students.The main research question is: What is the impact of the Maker-Space Project on participating middle-school teachers and their students?Teacher attitudes and skills were measured at baseline and at two points in the first 2 years of the project.Other measures related specifically to the teacher professional development (PD).A survey was used to collect student data at participating schools.All students completing the 8 th grade were surveyed to collect baseline and comparison data.The survey included demographic data; prior experience with computing; and confidence, enjoyment, attitudes, and identity.In addition, pre-post survey data from students in the maker-space course was collected and analyzed.Post-course student data was compared to the baseline and comparison group data.Researchers also visited the schools to observe the maker-space classrooms, visit with students and interview teachers.Researchers talked to the students and videotaped their discussions and their demonstrations of their projects.They also interviewed the teachers using a semi-structured protocol.The professional development positively impacted the teachers' understanding of computer science and their use of active learning and hands-on learning in their own classrooms.The teachers reported being optimistic about their own ability to learn computer science education content and about their ability to teach the content to their 8 th grade students.Teachers reported changes in skills, competencies, interests and behaviors of their students.The teachers are pleased with the progress of their students in learning about computer science, especially coding.Working cooperatively, creative problem solving, and classroom engagement were behaviors seen in the Makerspace classrooms.Teachers reported seeing increased interest taking courses in high school and in computer science careers.

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