| Popis: |
The maker movement is a growing social phenomenon that is being embraced in various fields, including education. There are many advantages to incorporating making into education, especially in engineering design, such as supporting real-life application of knowledge, multidisciplinary collaboration, problem-solving and teamwork. Elements that have not been looked at in the literature are the impacts of these making elements on students, more specifically on their feelings of inclusion in making and engineering environments. The extent of the impacts of making on project outcomes and teamwork in project-based learning engineering design courses are also contested. This paper will summarize a qualitative study conducted to explore students’ feelings and behaviours in a university makerspace and cornerstone engineering design courses at the University of Ottawa. This will be achieved by exploring factors that lead to feelings of inclusion in making and engineering and identify reasons students participate in these communities. |
