Makerspace in STEM for girls: a physical space to develop twenty-first-century skills

Sheffield, Rachel; Koul, Rekha; Blackley, Susan; Maynard, Nicoleta

doi:10.1080/09523987.2017.1362812

Cited by 50 publications

(28 citation statements)

References 16 publications

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“…Makerspace education has the potential to empower female K-12 and undergraduate students by providing a place where students can identify as engineers. Makerspace also provides opportunity for community-based engagement by supporting relationships between students, their engineering peers, and leaders [26][27][28][29].…”

Section: Diversity In Makerspacesmentioning

confidence: 99%

Makerspaces in First-Year Engineering Education

2019

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Langara College, as one of the leading undergraduate institutions in the province of British Columbia (BC), offers the “Applied Science for Engineering” two-year diploma program as well as the “Engineering Transfer” two-semester certificate program. Three project-based courses are offered as part of the two-year diploma program in Applied Science (APSC) and Computer Science (CPSC) departments: “APSC 1010—Engineering and Technology in Society”, “CPSC 1090—Engineering Graphics”, and “CPSC 1490—Applications of Microcontrollers”, with CPSC 1090 and CPSC 1490 also part of the Engineering Transfer curriculum. Although the goals, scopes, objectives, and evaluation criteria of these courses are different, the main component of all three courses is a group-based technical project. Engineering students have access to Langara College’s Makerspace for the hands-on component of their project. Makerspaces expand experiential learning opportunities and allows students to gain a skillset outside the traditional classroom. This paper begins with a detailed review of the maker movement and the impact of makerspace in higher education. Different forms of makerspace and the benefits of incorporating them on first-year students’ creativity, sense of community, self-confidence, and entrepreneurial skills are discussed. This paper introduces Langara’s engineering program and its project-based design courses. Langara’s interdisciplinary makerspace, its goals and objectives, equipment, and some sample projects are introduced in this paper in detail. We then explain how the group-project component of APSC 1010, CPSC 1090, and CPSC 1490 are managed and how using makerspace improves students’ performance in such projects. In conclusion, the paper describes the evaluation of learning outcomes via an anonymous student survey.

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Section: Diversity In Makerspacesmentioning

confidence: 99%

Makerspaces in First-Year Engineering Education

2019

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“…Additionally, Koenig & Hanson (2008) Arts-integration expands opportunities for students to participate in learning through active movement or hands-on manipulation beyond traditional written forms (Philpot, 2013;Pruitt, Ingram, & Weiss, 2014). Sheffield, Koul, Blackley, and Maynard (2017) reported on young female students engaged in "making" as a hands-on, engaging, project-based way to apply their scientific subject knowledge. "Making" integrates the arts as creativity, design, and engineering are at its foundation.…”

Section: Hands-on Tangible Modes Of Engagementmentioning

confidence: 99%

It got me back to science and now I want to be a plant scientist: Arts-integrated science engagement for middle school girls

Mark¹,

Constantin²,

Tinnell³

et al. 2021

Journal for Learning through the Arts

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While middle school is a critical phase for science career development for all students (Maltese & Tai, 2009), this stage presents considerations for females in science, in particular. During middle school, the decline in science interest is greater for females than males and, for most students, the level of science interest developed during this middle school stage will persist throughout their lifetime, thereby influencing science career interests and supported the research study by co-developing and enacting the artsintegrated science unit; Olivia Alexander and Terri Tinnell for their efforts in reviewing literature and data analysis; Dr. Linda Fuselier and Tytianna Smith for guest teaching in the classroom during the unit; the Women Investing in Education foundation who financially supported this research; and earlier reviewers of the manuscript for their thoughtful and thorough feedback. There are no conflicts of interest in the publication of this research.

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“…Various options for integrating STEM into education are highlighted in the following researches: "A Conceptual Framework for STEM Integration Into Curriculum Through Career and Technical Education" (Asunda, 2014), "Practicing engineering while building with blocks: identifying engineering thinking" (Bagiati & Evangelou, 2016), "Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students' learning: A preliminary meta-analysis" (Becker, & Park 2011), "Transfer of Learning: Connecting Concepts during Problem Solving" (Dixon & Brown, 2012), "An analysis of Australian STEM education strategies. Policy Futures in Education" (Murphy at al., 2018), "Makerspace in STEM for girls: A physical space to develop twentyfirst-century skills" (Sheffield at al., 2017), "The Effect of STEM Project Based Learning on Self-Efficacy among High-School Physics Students" (Samsudin at al., 2020). Perez, Cromley & Kaplan (2014), Wang & Degol (2013, Allen & Eisenhart (2017) study the causes of underrepresentation of girls and women in the STEM fields.…”

Section: Literature Reviewmentioning

confidence: 99%

STEM Education in Ukraine in the Context of Sustainable Development

Бутурліна¹,

Dovhal²,

Hryhorov³

et al. 2021

EJSD

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The conceptual and generalizing experience of STEM education implementation presented in Ukraine reflects the realization of the sustainable development goals through educational innovations. The study is based on the premise that STEM is a component of education for sustainable development. This educational trend focuses on the goals of Education for All (EFA), conforms to the ideas of the education-related Millennium Development Goals (MDGs) and relates to solving societal challenges in the long run. It is argued that the concept of STEM seeks to offer non-standard solutions to global issues in the field of sustainable development, and STEM education should be seen as a mechanism to accelerate the achievement of all sustainable development goals (SDG) and a strategy to obtain each of them. The specifics of STEM key ideas as global educational trends in the national Ukrainian public space are demonstrated. The consideration of STEM education as a component of the strategy for sustainable development through the detailing of the structure and implementation principles as well as STEM competencies, which are defined as the expected result and key for the person of the XXI century, is proved. The experience of Ukrainian research initiatives in the field of STEM education in the context of sustainable development is summarized. A full-fledged programme complex for comprehensive, equitable and high-quality education is presented, which combines the following links: research and experimental work of different levels, teacher’s professional development, museums and science centres work, implementation of various educational programmes, festivals and projects to attract young people to STEM, ensuring equal access for girls and boys.

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Makerspace in STEM for girls: a physical space to develop twenty-first-century skills

Cited by 50 publications

References 16 publications

Makerspaces in First-Year Engineering Education

Makerspaces in First-Year Engineering Education

It got me back to science and now I want to be a plant scientist: Arts-integrated science engagement for middle school girls

STEM Education in Ukraine in the Context of Sustainable Development

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