Pädagogische Hochschule Weingarten
Akademie für Wissenschaftliche Weiterbildung der PH Weingar
Forschung
CM_Pilotierung_EN
Thank you very much for taking the time to participate in this survey! This survey is part of a PhD project at the Weingarten University of Education. The aim of the study is to develop and validate EVOKE - a screening tool that assesses teachers’ motivational orientation toward maker education. Your answers will help us understand what motivates or hinders teachers when engaging with making approaches, thereby making an important contribution to the development of needs-based professional development programs. Completing the questionnaire takes approximately 15-20 minutes. All data is collected completely anonymously. No names, contact information, or other identifying details will be recorded. The data will be used exclusively for scientific purposes within the scope of this doctoral project and will be stored securely. Results will be reported only in aggregated form, so that no conclusions can be drawn about individual persons. Participation is voluntary and may be discontinued at any time without providing a reason. To prevent duplicates in the subsequent validation of the instrument, I ask that you carefully enter your personal code.The code is composed as follows: 1. The first letter of your mother's first name (e.g., Maria --> M) 2. The first letter of your father's first name (e.g., Peter --> P) 3. First letter of your place of birth (e.g., Ravensburg --> R) 4. The two-digit day of your birth date (e.g., September 4 --> 04) Thank you very much for your support! Hannah Ganzer hannah.ganzer@ph-weingarten.de
1.1 Please enter your personal code here (in the example, this would be MPR04):
2.1 Gender
2.2 How old are you?
2.3 How many years have you been a teacher?
2.4 What type of school do you teach at?
2.5 What subjects do you teach?
2.6 What country are you from?
2.7 How would you best describe your experience with making?
To ensure that all participants are working with the same understanding of the term, we would like to briefly explain in advance what is meant by “maker education” in this study.
Maker education refers to a learning approach in which students put their own ideas into practice, for example through building, programming, designing, or constructing. Typical tools and methods include 3D printing, laser cutting, microcontrollers (e.g., Arduino, micro:bit), electronics, and digital fabrication, but analog crafts and creative design can also be part of it (Weng et al., 2024; Cheng & Pang, 2024; Niinimäki et al., 2025). The approach is rooted in constructionism and emphasizes learning through hands-on activity and creation (Papert, 1980).
4.1 I have access to example materials for Making projects.
Strongly Agree
Strongly Disagree
4.2 I have access to ready-to-use example materials for Making projects.
4.3 I have role models among colleagues or at other schools that I can orient myself toward for my Making projects.
4.4 I have sufficient time to familiarise myself with new methods and technical aspects for my Making projects.
4.5 I have sufficient material resources (e.g. cardboard, wood, 3D-printing filament, etc.) to implement Making.
4.6 I have sufficient technical resources (e.g. tools, technical devices such as 3D printers, etc.) to implement Making.
4.7 I have sufficient financial resources (e.g. grants, subsidies, etc.) to implement Making.
4.8 Curricular requirements can be readily combined with Making activities.
4.9 Legal framework conditions (e.g. copyright, AI tools, room rules, etc.) can be readily taken into account when using Making.
4.10 My students are predominantly open and interested in Making activities.
4.11 My students can independently develop ideas in Making.
4.12 My students persevere during Making even when they encounter setbacks.
4.13 My students can work on Making projects for extended periods.
4.14 My students can resolve technical problems during Making.
4.15 My students can successfully carry out technical Making projects (e.g. mechanics, electrical circuits).
4.16 My students can successfully carry out artistic Making projects (e.g. sculptures, designed objects).
4.17 My students keep their project goal in mind well during Making.
4.18 My students can test prototypes during Making and draw appropriate conclusions from the results.
4.19 My students can document their Making learning processes well.
4.20 My students can present their Making prototypes or products effectively.
4.21 My students can give constructive feedback to other students during Making.
4.22 My students can take on responsibility during the Making process.
4.23 The varied prior knowledge and competencies within a class can be well integrated into Making activities.
4.24 The varied prior knowledge and competencies within a class enrich the implementation of Making.
4.25 I have criteria by which I can assess Making activities.
4.26 Before I can integrate Making activities into my lessons, I first need to acquire the necessary know-how through training or similar.
4.27 Making involves too high an organisational effort.
4.28 Making is suitable for many subjects beyond sciences.
4.29 Compulsory curriculum content can be covered within the framework of Making.
4.30 I have sufficient leeway at my school to implement Making activities.
4.31 I am supported by colleagues in implementing Making.
4.32 Making fits well within my school’s schedule.
5.1 At my school, I have room to shape Making with regard to the timetable.
5.2 At my school, I have room to shape Making with regard to the premises.
5.3 At my school, I have room to shape Making with regard to technology.
5.4 At my school, I have room to shape Making with regard to the subjects I teach.
5.5 Making at my school is generally implemented as a team.
In my Making lessons, students primarily learn…
Personal competencies such as...
5.6 ... perseverance.
5.7 … self-assessment.
5.8 … taking responsibility.
5.9 … seeing mistakes as opportunities.
5.10 … concentration.
5.11 … autonomous action.
5.12 … independent thinking.
5.13 … creative thinking.
5.14 … critical thinking.
5.15 … self-confidence.
Social competencies such as...
5.16 … collaboration.
5.17 … appreciating oneself and others.
5.18 … helpfulness (especially sharing knowledge and ideas).
5.19 … giving and receiving constructive feedback.
Methodological competencies such as…
5.20 … recognising problems.
5.21 … solving problems.
5.22 … developing creative ideas.
5.23 … testing and improving products.
5.24 … time management.
5.25 … reflecting.
5.26 … documenting.
5.27 … presenting.
5.28 … gathering information.
5.29 … verifying information and identifying disinformation.
5.30 … experimenting and researching.
5.31 … working with AI.
Subject-specific competencies such as…
5.32 …operating a 3D printer or laser cutter.
5.33 … working with wood (e.g. sawing, drilling, sanding).
5.34 … designing objects (design).
5.35 … constructing electrical circuits.
5.36 … programming.
5.37 … creating media products (e.g. taking photos, filming).
5.38 … digital competencies.
5.39 Making prepares my students for the world of work.
5.40 Making provides a varied method in my lessons.
5.41 Making generates motivation/interest/enthusiasm through a novelty effect.
5.42 I have technical support at my school when there are problems with Making devices.
6.1 I enjoy Making myself.
6.2 I am interested in new technologies and enjoy trying them out.
6.3 I use Making because it is expected of me (e.g. by school leadership).
6.4 I like to teach in an open manner and give my students creative freedom.
6.5 I enjoy learning new methods and content.
6.6 Making is an integral part of my teaching.
6.7 I intend to (continue) using Making in the coming school years.
6.8 Making aligns with my idea of good teaching.
6.9 It is important to me to change my teaching methods towards Making.
6.10 Through Making, I can improve the quality of my teaching.
6.11 Making fits my self-image as a teacher.
6.12 Making increases my own motivation to teach.
6.13 Making is an approach to contemporary learning.
6.14 The additional time and effort involved in Making can be managed well.
6.15 I have a clear idea of what school-based Making is.
6.16 I feel confident in my subject-matter knowledge for using Making in my lessons.
6.17 I feel technically confident in using Making in my lessons.
6.18 I feel didactically confident in using Making in my lessons.
6.19 I have knowledge of the legal framework conditions for using Making in lessons (copyright for 3D-print templates, use of AI tools, sharing/publishing student products, etc.).
6.20 I can bring together students with different prior experiences in Making.
6.21 I teach Making across subjects/topics.
6.22 I receive support from specialists when I want to get started with Making.
6.23 There is a makerspace at my school.
6.24 I receive good advice on procuring materials for Making.
6.25 My school leadership supports Making at the school.
6.26 Making fits the content of our school (concept, vision, strategy).
6.27 My school leadership encourages teachers to try new things and even to fail.
6.28 My teaching staff supports Making at the school.
6.29 My teaching staff participates in the implementation of Making at my school.
6.30 My school enables me to attend professional development courses.
6.31 I am satisfied with the professional development opportunities available for Making in my area.
6.32 At my school, Making is...
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