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This research considers the suitability of holiday camps as possible entry routes into technical education pathways. Therefore, two very successful holiday camps at a technical secondary vocational school (HTL) in Austria were observed. Using a mixed method research approach, a gender-mixed camp for 13-year-olds with a technical theme is compared t...
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... Another vital point in technical education in many countries is the despite many efforts still existing gender imbalance, which is addressed in this work by looking on "How can gender balance be supported by makerspace activities?" and "Can holiday camps using makerspaces be utilized as recruiting instruments for formal technical education pathways?" (Sagbauer et al., 2022) In contrast to the first research question, the second is much more practical. Therefore, the requirements for establishing a makerspace in an Austrian upper secondary school are analysed. ...
... Creativity was also used as the main theme to attract girls, which worked quite well according to the organizers and confirmed by the survey of parents. In the questionnaires over half of the parents stated that a major reason for their47 Sagbauer et al. (2022) 48 Chapter 5.5.3 cites "Making Activities Specifically Designed for Girls and the Stakeholders´ Perception" inSagbauer et al. (2022) ...
... Creativity was also used as the main theme to attract girls, which worked quite well according to the organizers and confirmed by the survey of parents. In the questionnaires over half of the parents stated that a major reason for their47 Sagbauer et al. (2022) 48 Chapter 5.5.3 cites "Making Activities Specifically Designed for Girls and the Stakeholders´ Perception" inSagbauer et al. (2022) ...
This dissertation explores the role of makerspaces in formal education, with a focus on technical education at the upper secondary level in Austria. Given the increasing importance of empowering educational institutions to foster 21st century skills and diversifying technical education in Austria to address the lack of technicians and engineers, this research is of great relevance as makerspaces in education empower both.
The research questions explore the significance of makerspaces for (technical) secondary education and the process of establishing a makerspace in an (Austrian) secondary school.
The conceptual framework is based on a comprehensive literature review that provides an overview of the Austrian education system with a focus on formal technical education and the gender gap on the technical secondary level. In addition, makification, makerspaces, and their importance for enhancing education are discussed. An extensive case study combined with quantitative data explores the development of an open makerspace at HTL Hollabrunn, a technical secondary school in Lower Austria. The findings provide insights into the successful utilization of a makerspace to enhance technical education, and support youth development, and diversification. Finally, the conclusions emphasize the significance of makerspaces for secondary education and provide a guide for the implementation of a makerspace in school.
... Makerspaces as informal learning environments have a clear outlier characteristic as these settings often enable a very interdisciplinary context for people to work in and explore new ideas together. Lastly, on-the-job learning programs offer specifically practice-based and often interdisciplinary approaches to life-long learning in a business or institutional setting (Grandl et al., 2021;Sagbauer et al., 2022;Wolf & Ebner, 2018). ...
The leap from formal education to a modern work environment is often surprisingly difficult. Having young people struggle in these transitional periods while entrepreneurs and businesses strive to merge new team members is a worthy cause to investigate. The process of teacher education can not adequately cope with the intensity of technological and methodological progress. Based on expert-driven, participatory workshops in Austria, the effects and benefits of practitioner integration are evaluated. In multiple stages based on an action research methodology, the problem-solving approach of Computational Thinking (CT) was introduced to learners aged 16 to 18 (K-12) with the help of outside practitioners. This research project reveals the immense potential of expert integration in a secondary school classroom setting. The primary research question of "What consequences has practitioner integration on Computational Thinking education?" is answered. With the development of sustainable, interdisciplinary interfaces between teaching staff and industry experts a multitude of systemic problems in the educational system can be mitigated and the missing link to Computational Thinking education established. With all involved stakeholders and driven by the needs of young learners a robust and inclusive path to practitioner integrated Computational Thinking education is established.
... Makerspaces as informal learning environments have a clear outlier characteristic as these settings often enable a very interdisciplinary context for people to work in and explore new ideas together. Lastly, on-the-job learning programs offer specifically practice-based and often interdisciplinary approaches to life-long learning in a business or institutional setting (Grandl et al., 2021;Sagbauer et al., 2022;Wolf & Ebner, 2018). ...
This pilot study implemented an expert driven participatory workshop in a rural Austrian
economic school. An action research approach was utilised to introduce the problem solving
method named computational thinking (CT) to students aged 16 to 18 (K-12) in five after school
workshop sessions. This research revealed the basic benefits of industry expert integration in a
classroom setting with the aim to develop sustainable interdisciplinary interfaces that allow schools
and individual teachers to independently showcase possible pathways. Drawbacks of the methods
were identified, for example the high overhead efforts currently required without interfaces
between practitioners and educators in place or the demanding time requirements. To create a
strong, inclusive path to CT education for all young minds, these challenges need to be addressed
and ultimately overcome with the support of all involved stakeholders.
