Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7638
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dc.contributor.authorRusso, Renato
dc.contributor.authorGoya, Walter Akio
dc.contributor.authorFernandez, Cassia
dc.contributor.authorMacedo, Livia
dc.contributor.authorFuhrmann, Tamar
dc.contributor.authorBlikstein, Paulo
dc.coverage.spatialBochum, Germanyen_US
dc.date.accessioned2021-10-09T15:50:11Z
dc.date.accessioned2021-10-09T19:54:11Z-
dc.date.available2021-10-09T15:50:11Z
dc.date.available2021-10-09T19:54:11Z-
dc.date.issued2021-06
dc.identifier.citationRusso, R., Goya, W. A., Fernandez, C., Macedo, L., Fuhrmann, T., & Blikstein, P. (2021). Making Space for Gender Equity in Makerspaces98. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 953-954). Bochum, Germany: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2021.953
dc.identifier.urihttps://repository.isls.org//handle/1/7638-
dc.description.abstractMaker education stands out as an approach to STEM learning that has several benefits. However, despite the recent rise in its popularity, making in education may be excluding some groups of learners. In this poster, we report partial findings of a mixed-methods research project carried out in two high schools serving blue-collar, working-class families in Southern Brazil. We find that factors associated with shifts in self-reported attitude towards STEM and self-efficacy in engineering differ across genders.en_US
dc.format.extentpp. 953-954
dc.language.isoen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.relation.ispartofProceedings of the 15th International Conference of the Learning Sciences - ICLS 2021.en_US
dc.subjectLearning Sciencesen_US
dc.titleMaking Space for Gender Equity in Makerspaces98en_US
dc.typeConference Paperen_US
dc.typePosteren_US
Appears in Collections:ISLS Annual Meeting 2021

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