Transforming Science Literacy in a Community Makerspace Network

Thesis Abstract

Community makerspaces are increasingly positioned as pivotal sites for informal science education, yet their potential to transform science literacy remains underexplored. This study investigates how participation in a network of urban and peri-urban makerspaces influences members’ science literacy, defined as the ability to engage with scientific information, apply scientific reasoning, and participate in science-related civic discourse. The problem addressed is the variability in learners’ science capital and the uneven quality of informal science experiences across makerspaces, which may limit broader societal uptake of scientific practices and critical thinking. The aim is to examine mechanisms through which a coordinated network of makerspaces can enhance science literacy and to identify determinants of successful outcomes. Specific objectives are (1) to evaluate changes in science literacy indicators among participants over a twelve-month period; (2) to identify instructional practices, project types, and community engagement activities associated with literacy gains; (3) to explore how social networks, peer learning, and mentorship within the network influence learning trajectories; and (4) to develop a contextual model linking network characteristics to literacy outcomes. A mixed-methods design is employed, combining a quasi-experimental longitudinal component with qualitative case studies. The population comprises 18 makerspaces within a metropolitan network and their registered members. A stratified random sample of 360 participants, representing youth, adults, and seniors across hobbyists, educators, and entrepreneurs, will be recruited. Data collection instruments include a validated Science Literacy Scale (SLS) administered at baseline, 6 months, and 12 months; a Knowledge of Scientific Concepts Inventory; workshop and project logs; and semi-structured interviews with 60 participants and 12 coordinators. Additional social network data will be gathered via whole-network surveys within sub-networks to map collaborations and mentorship links. Validity and reliability of instruments will be established through pilot testing, Cronbach’s alpha analyses, and inter-rater reliability for coded qualitative data. Data analysis will integrate quantitative and qualitative strands descriptive statistics, repeated-measures ANOVA to test literacy changes over time, multiple regression to identify predictors of literacy gains (e.g., frequency of participation, project complexity, and mentor access), and structural equation modeling to test a proposed theoretical model linking network characteristics to literacy outcomes. Thematic analysis will be applied to interview transcripts, focusing on learning experiences, perceived access to resources, and sense of scientific agency. A realist synthesis approach will interpret how context mediates observed effects. The study anticipates several key findings. It is expected that sustained participation in network-wide collaborative projects and access to diverse mentor ecosystems will be significantly associated with improvements in scientific reasoning, information appraisal, and civic engagement related to science. It is further anticipated that robust social networks within and between makerspaces will mediate learning through increased opportunities for discussion, feedback, and authentic problem-solving, while project-based activities centered on local community issues will produce greater transfer of scientific literacy to everyday decisions. Theoretical contributions will refine the integration of sociocultural and social-cognitive perspectives in informal science education, drawing on situated learning, Communities of Practice, and Self-Determination Theory to explain motivation and persistence in maker-based literacy. Practically, the study will produce a contextual model linking network structure, instructional practices, and literacy outcomes, with implications for policy and practice in urban informal education networks. It will offer evidence-based guidelines for structuring interspace mentorship, resource sharing, and inclusive participation to maximize literacy gains across diverse populations. Recommendations will address design of cross-space collaborative curricula, professional development for coordinators, and scalable assessment tools for ongoing monitoring of science literacy within maker-network ecosystems. The study ultimately aims to inform national conversations on expanding accessible informal science education through community infrastructures, promoting equitable science literacy development, and enhancing public engagement with science.