Virginia Chambers, Kamryn York and Mark Marnich, Point Park University, Pittsburgh, United States of America

The T.I.M.E. for STEM project, supported by the National Science Foundation, represents a collaborative effort between the School of Education (SOE) and the Department of Natural Sciences, Engineering, and Technology (NSET) at Point Park University. This initiative aims to elevate the quality of STEM education for pre-service teachers by integrating interdisciplinary learning within a makerspace environment. Drawing on the National Institute for STEM Education (NISE) guiding principles and domains, NSET faculty provided professional development to SOE faculty on STEM content knowledge, while the T.I.M.E. for STEM community partners contributed additional expertise in makerspace pedagogy. This qualitative study explores the pedagogical growth of pre-service teachers and faculty members in STEM learning and teaching within makerspace settings. Utilizing a content analysis approach, pre and post surveys were administered to assess participants' understanding of maker pedagogy and STEM learning. The findings reveal significant improvements in participants' perceptions and practices across key domains outlined by NISE, including creating an environment for learning, building scientific understanding, and engaging students in scientific and engineering practices. Moreover, the project's broader impact extends beyond its direct participants, with potential for replication and scalability across institutions. By leveraging community partnerships and adaptable makerspace activities, T.I.M.E. for STEM offers a model for enhancing STEM education that is accessible to diverse educational contexts. This initiative underscores the importance of interdisciplinary approaches and technology integration in preparing educators to foster student success in STEM disciplines, thereby addressing the critical need for effective STEM teachers and promoting positive attitudes towards STEM subjects from an early age.

STEM education, Makerspace pedagogy, Pre-service teachers, Interdisciplinary learning, Technology integration