| Popis: |
More and more schools are implementing "maker" spaces and using digital technology to support students' interest and learning in STEM fields. Little is known about schools' interactions with those type spaces and their impact in formal assessment. We describe the implementation of a FabLab@School (FL@S) and the interaction of teachers' and school administration with it in Rubi, Spain. Additionally, we do a preliminary analysis on teachers' interviews and on the grade effect the FL@S might have had on students. FL@S was implemented at the beginning of the second trimester of the school year, we found a positive significant effect on grade change from the first trimester to the third trimester and a change on teachers' expectations on students' performance. |
