The dream performance – a case study of young girls’ development of interest in STEM and 21st century skills, when activities in a makerspace were combined with drama

Walan, Susanne

doi:10.1080/02635143.2019.1647157

Cited by 31 publications

(23 citation statements)

References 44 publications

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“…The findings contribute to existing research about STEAM education and provide guidance to educators implementing cross-disciplinary education or working to empower young women to think innovatively and feel confident in their capacity to study STEM subjects and take an active role in their world (Liao, 2016;Nation et al, 2019;Perignat and Katz-Buonincontro, 2019;Walan, 2019). It also presents a model that can be replicated at any level of education, from primary schools to higher education.…”

Section: Discussionmentioning

confidence: 69%

Engaging High School Girls in Interdisciplinary STEAM

Fergusson

2020

SEI

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Research into Australian students' science, technology, engineering, and maths (STEM) engagement has highlighted that there are comparably fewer women enrolling in STEM programs and working in STEM industries. In Australia, males make up 84% of the total population with STEM qualifications, for example, a report in 2015 found only 13% of all engineers in Australia were women. Science, technology, engineering, art, and mathematics (STEAM), an approach to STEM education that encourages interdisciplinarity, creativity, innovation, and entrepreneurship, is a strategy that has the potential to increase girls' engagement with STEM. This research investigated the impact of the STEAMpunk Girls Program, funded by the Australian Government, on high school girls' learning and their teachers' teaching experiences. The program uses project-learning and design thinking strategies to enable the girls to gain confidence in themselves as change-makers with the capacity to generate solutions to real-world problems. Using a mixed method approach, the findings indicated that teachers and students were positive about the STEAMpunk Girls' experience, with significant increases in confidence and motivation in the girls at the end of the program.

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Section: Discussionmentioning

confidence: 69%

Engaging High School Girls in Interdisciplinary STEAM

Fergusson

2020

SEI

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“…As shown in Tables 8 and 9, the results revealed that most STEM activities were implemented in the classroom, which was found in 69% of the literature with a growth rate of 725%. Few studies reported out-of-school programs such as afterschool programs or clubs or summer camps or workplaces, which have gained researchers' attention in the last 5 years, such as [38][39][40][41]. Tables 10 and 11 show the proportions and the growth rates, respectively, of how participants interacted from 2011 to 2020.…”

Section: What Kinds Of Rules Were Employed In Stem Activities During the Last 10 Years?mentioning

confidence: 99%

Perusing the Past to Propel the Future: A Systematic Review of STEM Learning Activity Based on Activity Theory

Gyasi¹,

Zheng²,

Zhou³

2021

Sustainability

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Education is the road to sustainability, creating the appropriate environment for learners to socialize and acquire knowledge and skills for the 21st century. This study reviews 53 studies on Science, Technology, Engineering, and Mathematics (STEM) learning activities from 2011 to 2020. In the past last 10 years, STEM education has gained attention, and little is known about how researchers designed and implemented learning activities. This systematic review based on activity theory reveals that STEM learning activities mostly involved elementary students in all STEM disciplines, with a sample size from 1 to 50. STEM learning activities emphasize mixed tasks, evaluating mixed learning outcomes with three STEM disciplines. Researchers mostly preferred project-based learning and problem-based learning methods, lasting from 9 to 24 weeks under teacher guidance with no rewards. This study revealed that most STEM activities were implemented in the classroom. Finally, the most often-used tools were mixed hardware. The quiz is the most often utilized in STEM activity. Major understudied areas that can be investigated by future studies are also revealed in depth. The results and implications for future studies are also discussed in detail.

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“…Additional research has highlighted that making is a multifaceted way of learning that emphasizes creative, improvisational problem solving (Bevan, et al, 2015) and situates makerspaces as productive places to engage in potentially uncomfortable conversations (Tan & Calabrese Barton, 2018). Makerspaces can be viewed as places of empowerment where participants seek to change and learn how different disciplines come together (Walan, 2021).…”

Section: Conceptualizing Making Across Definitionsmentioning

confidence: 99%

Community Making: An Expansive View of Curriculum

Oguilve

Wen

Bowen

et al. 2021

JCSR

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Making as a term has gained attention in the educational field. It signals many different meanings to many different groups, yet is not clearly defined. This project’s researchers refer to making as a term that bears social and cultural impact but with a broader more sociocultural association than definitions that center making in STEM learning. Using the theoretical lenses of critical relationality and embodiment, our research team position curriculum as a set of locally situated activities that are culturally, linguistically, socially, and politically influenced. We argue that curriculum emerges from embodied making experiences in specific interactions with learners and their communities. This study examines multiple ways of learning within and across seven community-based organizations who are engaged directly or indirectly in making activities that embedded literacy, STEM, peace, and the arts. Using online ethnography, the research team adopted a multiple realities perspective that positions curriculum as dynamic, flexible, and evolving based on the needs of a community, its ecosystems, and the wider environment. The research team explored making and curricula through a qualitative analysis of interviews with community organizers and learners. The findings provide thick descriptions of making activities which reconceptualize making and curriculum as living and responsive to community needs. Implications of this study expand and problematize the field’s understanding of making, curriculum, and learning environments.

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The dream performance – a case study of young girls’ development of interest in STEM and 21st century skills, when activities in a makerspace were combined with drama

Abstract: The dream performancea case study of young girls' development of interest in STEM and 21st century skills, when activities in a makerspace were combined with drama

Cited by 31 publications

References 44 publications

Engaging High School Girls in Interdisciplinary STEAM

Engaging High School Girls in Interdisciplinary STEAM

Perusing the Past to Propel the Future: A Systematic Review of STEM Learning Activity Based on Activity Theory

Community Making: An Expansive View of Curriculum

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