Examining the Influence that Safety Training Format Has on Educators’ Perceptions of Safer Practices in Makerspaces and Integrated STEM Labs

Introduction The rising popularity of makerspaces and integrated science, technology, engineering, and mathematics (STEM) education labs has increased the safety/health hazards and resulting potential risks which schools, libraries, community centers, and educators must be prepared to address. Previous studies have demonstrated that adequate safety training can enhance educators’ safety perceptions and reduce accident rates.

Method Safety trainings were conducted in three different U.S. states for 48 educators working in K-12 STEM areas. Differences in the mode of delivery, length of the training, and types of hands-on activities instituted at each training site were examined in relation to the level of influence these factors had on educators’ safety perceptions. A modified version of the Science Teaching Efficacy Belief Instrument (STEBI) was utilized, which had been previously adapted for similar safety studies and showed strong reliability measures.

Results The pre- and post-survey responses revealed that educators at the fully online and shortest training session did not experience significant changes in their safety perceptions. However, participants at the two face-to-face sites demonstrated significant gains in their safety perceptions. Most notably, the site that offered the longest training and integrated the most hands-on lab activities recorded the greatest gains. Additionally, correlational analyses corroborated that as the amount of hands-on activities and length of the trainings increased, there was a positive significant association with changes in educators’ safety perceptions.

Conclusions This research helps bridge the gap between industry and K-12 STEM education research regarding better safety training practices. The findings from this study can help promote safer teaching and learning environments while also reducing liability and the chance of a serious accident.

Practical Applications State departments, higher education institutions, teacher education programs, school districts, and others providing STEM safety training to K-12 educators should utilize this research to reexamine their safety training policies and practices.

Files

Metadata

Work Title Examining the Influence that Safety Training Format Has on Educators’ Perceptions of Safer Practices in Makerspaces and Integrated STEM Labs
Access
Open Access
Creators
  1. Tyler Love
Keyword
  1. Engineering Education
  2. Science Education
  3. Libraries
  4. Integrated STEM Education
  5. STEAM
  6. Lab Safety
  7. Liability
  8. Self-Efficacy
License CC BY 4.0 (Attribution)
Work Type Article
Publisher
  1. Elsevier
Publication Date July 2022
Related URLs
Deposited January 03, 2022

Versions

Analytics

Collections

This resource is currently not in any collection.

Work History

Version 1
published

  • Created
  • Added Creator Tyler Love
  • Added Safety Training Article Abstract.pdf
  • Updated License Show Changes
    License
    • https://creativecommons.org/licenses/by/4.0/
  • Published
  • Updated

Version 2
published

  • Created
  • Updated Publisher Show Changes
    Publisher
    • Elsevier
    • Journal of Safety Research
  • Published
  • Updated

Version 3
published

  • Created
  • Updated Publisher Identifier (DOI), Related URLs, Publication Date Show Changes
    Publisher Identifier (DOI)
    • https://doi.org/10.1016/j.jsr.2022.05.003
    Related URLs
    • https://www.journals.elsevier.com/journal-of-safety-research
    Publication Date
    • 2022-07
    • 2022-09
  • Published

Version 4
published

  • Created
  • Updated Keyword Show Changes
    Keyword
    • Engineering Education, Science Education, Libraries, Integrated STEM Education, STEAM, Lab Safety, Liability, Self-Efficacy
    • Engineering Education, Science Education, Libraries, Integrated STEM Education, STEAM, Lab Safety, Liability, Self-Efficacy, Career and Technical Education
  • Published