‘Design and Technology’ has been propelled into the spotlight with the popularity of the idea of ‘STEM’. So much so that it is now common for primary schools to have ‘STEM classrooms’ or makerspaces. Whilst there has been an increasing exploration of the use of makerspaces, there has been limited research on the impacts, particularly with pre-service teachers (PST), who are known to lack confidence in STEM-related subjects. Therefore, in this research, we explore how different aspects of makerspaces may influence PST confidence. Participating PST worked in small groups in the Uni Makerspace to design a product as part of a formal university assessment in a primary education Science subject. The case study design includes four groups of PST and data from interviews, observations and artefacts. Results outline confidence development amongst PST with several key Makerspace influences identified, including the importance of learning to use sophisticated equipment and the key role played by the Makerspace facilitators. Implications for Makerspaces and STEM education are discussed, including the potential to leverage the ‘novelty effect’ of Makerspaces, and the need to offer extensive support, particularly in the early stages of engagement.

随着“STEM”理念的流行，“设计与技术”成为人们关注的焦点。以至于现在小学都普遍设有“STEM 教室”或创客空间。尽管人们对创客空间的使用进行了越来越多的探索，但对其影响的研究却很有限，尤其是对职前教师 (PST) 而言，众所周知，他们对 STEM 相关科目缺乏信心。因此，在这项研究中，我们探讨了创客空间的不同方面如何影响 PST 信心。参与 PST 的学生在 Uni Makerspace 中以小组形式设计一款产品，作为初等教育科学科目大学正式评估的一部分。案例研究设计包括四组 PST 以及来自访谈、观察和人工制品的数据。结果概述了 PST 的信心发展，并确定了几个关键的 Makerspace 影响，包括学习使用复杂设备的重要性以及 Makerspace 促进者所发挥的关键作用。讨论了创客空间和 STEM 教育的影响，包括利用创客空间“新颖效应”的潜力，以及提供广泛支持的必要性，特别是在参与的早期阶段。