Enhancing Science Literacy in Community Makerspaces: A Case Study

Thesis Abstract

Community makerspaces have emerged as informal learning ecosystems where youth and adults engage with authentic scientific practices; however, these spaces often lack structured approaches to assess and cultivate science literacy, limiting their broader educational impact. This study addresses the problem by examining how participation in community makerspaces influences science literacy outcomes among members and how facilitator practices, project design, and peer collaboration mediate this effect. The aim is to evaluate the effectiveness of makerspace-driven interventions in enhancing science literacy and to identify mechanisms that optimize informal science learning in this context. The specific objectives are (1) to measure changes in science literacy over a six-month period among frequent makerspace participants (N = 180) using a validated Science Literacy Assessment Instrument; (2) to examine the relationship between project-based exploratory learning and literacy gains through multiple regression analyses controlling for demographic variables; (3) to explore participants’ conceptions of scientific inquiry and its alignment with authentic practices via thematic analysis of semi-structured interviews (n = 40) and focus groups (four groups); (4) to investigate the influence of facilitator practices, collaborative norms, and access to tools on literacy outcomes through structural equation modeling; and (5) to develop an evidence-based framework for scalable literacy-enhancing interventions within urban community makerspaces. A sequential explanatory mixed-methods design guides the study. The quantitative strand employs a quasi-experimental pretest–posttest design with a non-equivalent control group drawn from two matched makerspaces, using the Science Literacy Assessment Instrument, and a demographic questionnaire. Data collection occurs at baseline and after six months of continuous participation, followed by regression analyses to identify predictors of literacy growth. The qualitative strand uses purposive sampling to select 40 participants across three makerspace programs for in-depth interviews and four group discussions, with data analyzed through thematic analysis to elucidate mechanisms linking practice to literacy development. Credibility is enhanced via member checking, triangulation of survey data with interview insights, and audit trails of analytic decisions. The theoretical framework integrates constructivist learning theory and situated cognition to situate science literacy as arising from authentic engagement with real-world problem-solving in makerspaces. Vygotsky’s social constructivism informs the role of collaborative discourse and scaffolding by facilitators, while the theory of situated cognition explains how tool-enabled practices, tinkering, and peer negotiation mediate knowledge construction. The study also draws on the Deficit-Neutral Theory of Informal Science Education to interpret literacy gains without assuming prior high formal schooling, ensuring inclusivity for diverse participants. Expected findings indicate a statistically significant increase in science literacy scores among participants in the makerspace program compared with the control group, with effect sizes ranging from small to moderate (Cohen’s d ? 0.35–0.60). Regression analyses are expected to show project-based exploration, frequency of tool use (e.g., computational design software, sensors, 3D printers), and collaborative discourse as robust predictors of literacy gains, controlling for age, education, and prior science interest. Thematic analysis is anticipated to reveal core mechanisms (a) epistemic agency fostered by open-ended projects, (b) authentic scientific inquiry practices (formulating questions, testing hypotheses, evaluating evidence), and (c) social mediation through peer feedback and mentor scaffolding. The integration of quantitative and qualitative findings is expected to yield a practical framework for designing, implementing, and scaling literacy-enhancing interventions across urban community makerspaces. The study contributes to knowledge by operationalizing science literacy within informal, participatory learning environments and by identifying the relational dynamics among project design, facilitator practices, and collaborative culture that drive literacy development. It also informs policymakers, educators, and makerspace practitioners about scalable models for integrating structured literacy objectives into everyday making activities. Practical recommendations include standardized facilitator training focusing on inquiry-based coaching, development of modular, literacy-aligned project templates, and assessment rubrics that capture multiple literacy dimensions (conceptual understanding, scientific reasoning, and communication). The main conclusion is that well-structured, collaboration-rich makerspace activities leveraging authentic inquiry significantly enhance science literacy, with implications for replicability in similar informal education settings.