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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
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- FabLabs in vulnerable communities: STEM education opportunities for everyone(2020-11-06) Ching-Chiang, Lay-Wah Carolina; Fernández-Cárdenas, Juan Manuel; Santamaría-Cid-de-León, David; Díaz-de-León-Lastras, Alejandra; González-Nieto, Noé Abraham; Reynaga Peña, Cristina G.FabLabs (Fabrication Laboratories), also referred to as makerspaces or hackerspaces, are open spaces for collaborative creation and horizontal cooperation, supporting the development of technological skills of its users. They often serve to promote STEM knowledge and engage participants in equitable education opportunities. Drawing from a participatory design methodology and a qualitative research perspective in a collaborative process between universities in Mexico and in the United Kingdom, this paper focuses on the setup of a FabLab in La Campana district in Monterrey, Mexico, an area characterized by its vulnerability and marginalization. Envisioned to serve as both, a STEM learning place and a fabrication workshop for the surrounding community, the FabLab Campana has provided a platform for the democratization of educational practices through the inclusion of participants from different settings, countries and ages, collaborating in the achievement of common goals, while stimulating creative thinking, and strengthening the bonding with participants and their needs. The FabLab counts with a carefully designed program of activities to promote STEM knowledge, an interactive design approach and context, and the development of skills based on dialogic learning. Evidence collected from observations and interviews supports the conception that the STEM learning practices carried out at the FabLab are a rewarding and meaningful experience for all involved, which also help to accelerate the adoption of technological tools in the surrounding community.
- FabLabs in vulnerable communities: STEM education opportunities for everyone(Springer, 2020-11-06) González Nieto, Noé Abraham; Ching-Chiang, Lay-Wah Carolina; Fernández Cárdenas, Juan Manuel; Reynaga Peña, Cristina G.; Santamaría Cid de León, David; Díaz de León Lastras, Alejandra; Cortés Capetillo, Azael JesúsFabLabs (Fabrication Laboratories), also referred to as makerspaces or hackerspaces, are open spaces for collaborative creation and horizontal cooperation, supporting the development of technological skills of its users. They often serve to promote STEM knowledge and engage participants in equitable education opportunities. Drawing from a participatory design methodology and a qualitative research perspective in a collaborative process between universities in Mexico and in the United Kingdom, this paper focuses on the setup of a FabLab in La Campana district in Monterrey, Mexico, an area characterized by its vulnerability and marginalization. Envisioned to serve as both, a STEM learning place and a fabrication workshop for the surrounding community,the FabLab Campana has provided a platform for the democratization of educational practices through the inclusion of participants from different settings, countries and ages, collaborating in the achievement of common goals, while stimulating creative thinking, and strengthening the bonding with participants and their needs. The FabLab counts with a carefully designed program of activities to promote STEM knowledge, an interactive design approachand context, and the development of skills based on dialogic learning. Evidence collected from observations and interviews supports the conception that the STEM learning practices carried out at the FabLab are a rewarding and meaningful experience for all involved, which also help to accelerate the adoption of technological tools in the surrounding community.
- Analysing Dialogue in STEM Classrooms in Ecuador: A Dual Socioeconomic Context in a High School(2020-07-15) Ching-Chiang, Lay-Wah Carolina; Fernández Cárdenas, Juan Manuel; Instituto Tecnológico y de Estudios Superiores de MonterreyScience, Technology, Engineering and Maths education (STEM Education) is presented as a way to reduce marginalisation and promote inclusion in developing countries. This qualitative study aims to identify ways of reducing marginality and promoting inclusion through dialogic and transformative learning by high school teachers of the New Harvest School (NHS), particularly in STEM Education. Method: The study was carried out within the framework of the critical social approach identifying four characteristics of dialogism. The data comprised ethnographic observations of classes, and interviews with the selected teachers, the vice-chancellor and the administrator of the institution. Results: The dialogic characteristics of sequentiality, positioning, historicity and plurality were found in the science classes taught by the institution. Teachers have curricular knowledge capabilities regarding STEM education; however, recommendations were presented regarding the dialogic training that teachers should have, which made this study particularly relevant for improving teachers’ skills in this field. This article suggests options to create spaces for the use of educational dialogue and a liberating practice of education.