5,871
Views
19
CrossRef citations to date
0
Altmetric
Research Article

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

ORCID Icon

References

  • Abed, O. H. 2016. “Drama-Based Science Teaching and Its Effect on Students’ Understanding of Scientific Concepts and Their Attitudes Towards Science Learning.” International Education Studies 9 (10): 163–173. doi:10.5539/ies.v9n10p163.
  • Alrutz, M. 2004. “Energy Matters. An Investigation of Drama Pedagogy in the Science Classroom.” Doctoral Dissertation. Arizona State University, Arizona.
  • Amabile, T. 1996. Creativity in Context. Boulder, Colorado: Westview Press.
  • Anderson, E., and D. Kim. 2006. Increasing the Success of Minority Students in Science and Technology. Washington, DC: American Council on Education.
  • Archer, L., E. Dawson, J. DeWitt, A. Seakins, and B. Wong. 2015. “‘Science Capital’: A Conceptual Methodological, and Empirical Argument for Extending Bourdieusian Notions of Capital Beyond the Arts.” Journal of Research in Science Teaching 52 (7): 922–948.
  • Bakhurst, D. 2009. “Reflections on Activity Theory.” Educational Review 61 (2): 197–210. doi:10.1080/00131910902846916.
  • Beghetto, R. A., and J. C. Kaufman. 2017. Nurturing Creativity in the Classroom. 2nd ed. New York: Cambridge University Press.
  • Bell, S. 2010. “Project-based Learning for the 21st Century: Skills for the Future.” The Clearing House: A Journal of Educational Strategies, Issues and Ideas 83 (2): 39–43. doi:10.1080/00098650903505415.
  • Blankenburg, J. S., T. N. Höffler, and I. Parchmann. 2016. “Fostering Today What Is Needed Tomorrow: Investigating Students’ Interest in Science.” Science Education 100 (2): 364–391. doi:10.1002/sce.21204.
  • Blikstein, P. 2013. “Digital Fabrication and “making” in Education: The Democratization of Invention.” In FabLabs: Of Machines, Makers, and Inventors, edited by J. Walter-Herrmann and C. Büching, 1–21. Bielefeld, Germany: Transcript Publishers.
  • Bracha, A. 2007. “The Integration of Creative Drama into Science Teaching.” Doctoral dissertation. Kansas State University Manhattan, Kansas.
  • Braund, M., T. Moodley, C. Ekron, and Z. Ahmed. 2015. “Crossing the Border: Science Student Teachers Using Role-play in Grade 7.” Journal of Research in Mathematics, Science and Technology Education 19 (2): 107–117.
  • Calabrese Barton, A., and A. Tan. 2010. “We Be Burnin! Agency, Identity and Science Learning.” Journal of the Learning Sciences 19 (2): 187–229. doi:10.1080/10508400903530044.
  • Cavalcanti, G. 2013. “Is It a Hackerspace, Makerspace, TechShop or FabLab?” https://makezine.com/2013/05/22/the-difference-between-hackerspaces-makerspaces-techshops-and-fablabs/
  • Christensen, R., G. Knezek, and T. Tyler-Wood. 2015. “Alignment of Hands-on STEM Engagement Activities with Positive STEM Dispositions in Secondary School Students.” Journal of Science Education and Technology 24 (6): 898–909. doi:10.1007/s10956-015-9572-6.
  • Cohen, L., L. Manion, and K. Morrison. 2011. Research Methods in Education. New York, NY: Routledge.
  • Craft, A. 2003. “The Limits to Creativity in Education: Dilemmas for the Educator.” British Journal of Educational Studies 51 (2): 113–127. doi:10.1111/1467-8527.t01-1-00229.
  • Craft, A. 2008. “Creativity in the School.” http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.516.3765&rep=rep1&type=pdf
  • Davies, A., D. Fidler, and M. Gorbis. 2011. Future Work Skills 2020. Palo Alto, CA: University of Phoenix Research Institute. http://www.iftf.org/futureworkskills/
  • Davies, S. R. 2017. Hackerspaces: Making the Maker Movement. Cambridge, UK: Polity Press.
  • Dorion, K. 2009. “Science through Drama: A Multicase Exploration of the Characteristics of Drama Activities Used in Secondary Science Classrooms.” International Journal of Science Education 31 (16): 2247–2270. doi:10.1080/09500690802712699.
  • Drury, B. J., J. O. Siy, and S. Cheryan. 2011. “When Do Female Role Models Benefit Women? the Importance of Differentiating Recruitment from Retention in STEM.” Psychological Inquiry 22: 265–269. doi:10.1080/1047840X.2011.620935.
  • EC (European Commission). 2016. “Science Education for Responsible Citizenship.” http://ec.europa.eu/research/swafs/pdf/pub_science_education/KI-NA-26-893-EN-N.pdf
  • Edwards, A. 2004. “Understanding Context, Understanding Practice in Early Education.” European Early Childhood Education Research Journal 12 (1): 85–101. doi:10.1080/13502930485209331.
  • Engeström, Y. 1987. Learning by Expanding: An Activity-theoretical Approach to Developmental Research. Helsinki, Finland: OrientaKonsultit Oy.
  • Engeström, Y., R. Miettinen, and R.-L. Punamäki. 1999. Perspectives on AT. Cambridge, UK: Cambridge University Press.
  • Fitzgerald, A., V. Dawson, and M. Hackling. 2013. “Examining the Beliefs and Practices of Four Effective Australian Primary Science Teachers.” Research in Science Education 43 (3): 981–1003. doi:10.1007/s11165-012-9297-y.
  • Gonsalves, A. J. 2014. “‘Science Isn’t Just What We Learn in School’: Interaction Rituals that Value Youth Voice in Out-of -School-Time Science.” Canadian Journal of Education 37 (1): 185–208.
  • Graves, C. 2014. “Teen Experts Guide Makerspace Makeover.” Knowledge Quest 42 (4): 8–13.
  • Hedegaard, M. 2012. “Analyzing Children’s Learning and Development in Everyday Settings from a Cultural-historical Wholeness Approach.” Mind, Culture and Activity 19 (2): 127–138. doi:10.1080/10749039.2012.665560.
  • Hidi, S., and K. A. Renninger. 2006. “The Four-phase Model of Interest Development.” Educational Psychologist 41 (2): 111–127. doi:10.1207/s15326985ep4102_4.
  • Howarth, S. 2014. “School Biology Clubs.” School Science Review 95 (353): 14–22.
  • Jang, H. 2016. “Identifying 21st Century STEM Competencies Using Workplace Data.” Journal of Science Education and Technology 25 (2): 284–301. doi:10.1007/s10956-015-9593-1.
  • Knowles, B. 2014. “Planning a Whole-school Approach to STEM.” School Science Review 96 (355): 27–35.
  • Krapp, A. 2002. “Structural and Dynamic Aspects of Interest Development: Theoretical Considerations from an Ontogenetic Perspective.” Learning and Instruction 12: 383–409. doi:10.1016/S0959-4752(01)00011-1.
  • Krishnamurthi, A., B. Bevan, J. Rinehart, and V. Coulon. 2013. “What After-school STEM Does Best: How Stakeholders Describe Youth Learning Outcomes.” After-school Matters 18: 42–49.
  • Lucas, B., G. Claxton, and E. Spencer. 2013. “Progression in Student Creativity in School: First Steps Towards New Forms of Formative Assessments.” OECD Education Working Papers, No. 86, OECD Publishing.
  • Maslyk, J. 2016. STEAM Makers. Fostering Creativity and Innovation in the Elementary Classroom. Thousand Oaks, CA: Corwin/A SAGE Company.
  • McGregor, D. 2012. “Dramatizing Science Learning: Findings from a Pilot Study to Reinvigorate Elementary Science Pedagogy to Five-to-seven Year Olds.” International Journal of Science Education 34 (8): 1145–1165. doi:10.1080/09500693.2012.660751.
  • McGregor, D. 2014. “Chronicling Innovative Learning in Primary Classrooms: Conceptualizing a Theatrical Pedagogy to Successfully Engage Young Children Learning Science.” Pedagogies: An International Journal 9 (3): 1–17.
  • Moreno, N. P., B. Z. Tharp, G. Vogt, A. D. Newell, and C. A. Burnett. 2016. “Preparing Students for Middle School through After-school STEM Activities.” Journal of Science Education and Technology 25 (6): 889–897. doi:10.1007/s10956-016-9643-3.
  • Nicholas, H., and W. Ng. 2008. “Blending Creativity, Science and Drama.” Gifted and Talented International 23 (1): 51–60. doi:10.1080/15332276.2008.11673512.
  • OECD. 2018. “The Future of Education and Skills. Education. 2030.” https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf
  • Osborne, J., S. Simon, and S. Collins. 2003. “Attitudes Towards Science: A Review of the Literature and Its Implications.” International Journal of Science Education 25 (9): 1049–1079. doi:10.1080/0950069032000032199.
  • Papavlasopoulou, S., M. N. Giannakos, and L. Jaccheri. 2017. “Empirical Studies on the Maker Movement, A Promising Approach to Learning: A Literature Review.” Entertainment Computing 18: 57–78. doi:10.1016/j.entcom.2016.09.002.
  • Partnership for 21st century learning. 2015. “P21 Framework Definitions.” http://www.p21.org/storage/documents/docs/P21_Framework_Definitions_New_Logo_2015.pdf
  • Peppler, K., and S. Bender. 2013. “Maker Movement Spreads Innovation One Project at a Time.” Phi Delta Kappan 95 (3): 22–27. doi:10.1177/003172171309500306.
  • Polman, J., and J. Hope. 2012. “Citizen Science Journalism: A Pathway to Developing A Scientifically Literate and Engaged Public?” Poster session presented at the annual meeting of the National Association for Research in Science Teaching, Indianapolis, Indiana.
  • Rosa, P., F. Ferretti, A. Guimaraes Pereira, F. Panella, and M. Wanner. 2017. Overview of the Maker Movement in the European Union. EUR 28686 EN. Luxembourg: Publications Office of The European Union.
  • Sawyer, R. K. 2003. “Emergence in Creativity and Development.” In Creativity and Development, edited by R. K. Sawyer, V. John-Steiner, S. Moran, R. Sternberg, D. H. Feldman, M. Csikszentmihalyi, and J. Nakamura, 12–60. New York: Oxford University Press.
  • Schwarz, E., and D. Stolow. 2006. “Twenty-first Century Learning in Afterschool.” New Directions for Youth Development 110: 81–99. doi:10.1002/yd.169.
  • Sheridan, K. M., E. R. Halverson, L. Brahms, B. K. Litts, L. Jacobs-Priebe, and T. Owens. 2014. “Learning in the Making: A Comparative Case Study of Three Makerspaces.” Harvard Educational Review 84 (4): 505–531. doi:10.17763/haer.84.4.brr34733723j648u.
  • Smith, E. 2011. “Women into Science and Engineering? Gender Patterns of Participation in UK STEM Subjects.” British Educational Research Journal 37 (6): 993–1014. doi:10.1080/01411926.2010.515019.
  • Sternberg, R. J. 2010. “Teaching for Creativity.” In Nurturing Creativity in the Classroom, edited by R. A. Beghetto and J. C. Kaufman, 355–380. 2nd ed. New York: Cambridge University Press.
  • Svendsen, B. 2017. “Inquiries into Teacher Professional Development. A Longitudinal School-Based Intervention Study of Teacher Professional Development (TPD) Conducted in the Frame of a Cultural Historical AT Perspective (CHAT).” Doctoral Thesis, NTNU, Norwegian University of Science and Technology.
  • Swarat, S., A. Ortony, and W. Revell. 2012. “Activity Matters: Understanding Student Interest in School Science.” Journal of Research in Science Teaching 49 (4): 515–537. doi:10.1002/tea.v49.4.
  • Swedish National Agency for Education. 2011. Curriculum for the Compulsory School System, the Pre-school Class and the Leisure Time Centre 2011. Stockholm, Sweden: Swedish National Agency for Education.
  • Taylor, N., U. Hurley, and P. Connolly. 2016. “Making Community: The Wider Role of Makerspaces in Public Life.” http://www.nick-taylor.co.uk/wp-content/uploads/taylor-chi16-making-community.pdf
  • Teknikföretagen. 2016. “På Ingenjörsfronten Intet Nytt. Eller – Varför Finns Det Fler Kvinnliga Ingenjörer I Oman Än I Sverige?” https://www.teknikforetagen.se/globalassets/i-debatten/publikationer/kompetensforsorjning/pa-ingenjorsfronten-intet-nytt.pdf
  • Venville, G., L. Rennie, C. Hanbury, and N. Longnecker. 2013. “Scientists Reflect on Why They Chose to Study Science.” Research in Science Education 43 (6): 2207–2233. doi:10.1007/s11165-013-9352-3.
  • Walsh, E., K. Anders, and S. Hancock. 2013. “Understanding, Attitude and Environment. Essentials for Developing Creativity in STEM Researchers.” International Journal for Researcher Development 4 (1): 19–38. doi:10.1108/IJRD-09-2012-0028.
  • Willermark, S. 2018. “Technological Pedagogical and Content Knowledge: A Review of Empirical Studies Published from 2011 to 2016.” Journal of Educational Computing Research 56 (3): 315–343. doi:10.1177/0735633117713114.
  • Wood, D. 1998. How Children Think and Learn. 2nd ed. Oxford: Blackwell Publishers .
  • Xie, Y., and D. Reider. 2014. “Integration of Innovative Technologies for Enhancing Students' Motivation for Science Learning and Career.” Journal of Science Education and Technology, 23 (3): 370–380.