March 2016
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4 Reads
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602 Citations
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March 2016
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4 Reads
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602 Citations
... External benchmarks or determinants of what counts as success may not fit learners' goals and may be counterproductive to recruiting students who do not have an interest in STEM at the outset of their experience with IvE. Similarly, studies from the maker movement (e.g., Vossoughi et al., 2013Vossoughi et al., , 2016, document many different types of agendas, of educators or program providers, including economic and workforce development; addressing educational inequities; and "engaging young people in personally compelling creative investigations of the material and social worlds (Brahms, 2014;Martinez and Stager, 2013); democratizing access to the tools, skills and discourses of power previously available only to experts (Blikstein, 2013;Halverson and Sheridan, 2014); expanding participation in STEM fields through interest-driven, multidisciplinary learning environments (Martin, 2015)" (Vossoughi et al., 2016, p. 210). ...
March 2016