Abstract:
This paper addresses long-standing concerns over girls' unequal engagement with STEM (science, technology, engineering, and mathematics). While many girls are avid users of different technologies, they are significantly underrepresented in technology-related subjects at school, university, and later employment in technical occupations. Lack of female participation in science and technology has serious implications, potentially exacerbating social inequalities and barriers to girls’ life opportunities. Increasing girls’ participation in STEM is important for promoting equity and ensuring they can take advantage of related jobs and life opportunities such modes of employment make possible. Barriers to girls’ participation in STEM include uncomfortable learning environments; STEM activities have typically favoured boys; and a lack of female role models has affected engagement. Scholars claim that the introduction of Maker Education into school offers an innovative way of enriching STEM subjects and increasing engagement, particularly amongst girls. Maker Education focuses on a range of activities that use digital tools, designing onscreen, outputting to desktop fabrication machines, and sharing of creations. E-textiles is a hybrid fabrication activity – sewable electronic modules that allow the making and programing of interactive textiles using digital technology and crafts.This paper presents preliminary data generated from a case study of the implementation of an e-textiles unit in one secondary school setting over the course of one term (12 weeks). The researchers worked with a ‘Girl Geek’ Maker community group to conduct the unit in an inner city school (Melbourne). Data collection has occurred through student and teacher focus groups, individual interviews, concept-mapping, q-sorts, and online surveys. Measurements included the following dimensions:(i) Learning: Objective evidence of success indicated by measurements of learning outcomes that correlate with AUSvels and the new Victorian curriculum standards. To offer a practical example in line with the current Design, Creativity and Technology learning dimension, students will be able to:• Investigate and design: Students identify problems, develop design briefs, and plan production of solutions.• Produce: Students produce a solution for the problem.• Analyse and evaluate: Students test and evaluate the effectiveness of the solution they have produced and the impacts of their own and others’ products.(ii) Attitudinal: Changes in perception, reactions, emotions, and beliefs (e.g., self-esteem, self-efficacy).(iii) Changes in skills: Self-report by students and teachers of skill development.The overall aim of the study is to identify how Maker Education might be used to improve outcomes in terms of student learning, educational engagement, pedagogy, and professional development. The key focus of the study is to test the effectiveness of Maker pedagogy as a means of encouraging girls’ engagement with STEM subjects. The paper ends with curriculum recommendations and directions for future research that emerge from current findings.