Author ORCID Identifier
0000-0001-6859-5811
Abstract
Hands-on technology-enhanced pedagogies have been hailed as a panacea for engaging K–12 students in engineering. We unpack how the entanglement of the sociopolitical with the educational, namely how factors pertaining to resources and individual characteristics, impact engagement with such pedagogies. In particular, we expand upon how school funding, teacher preparation and support, access to out-of- school resources, and family background impact the in-and out-of- school resources students have access to. Further, we explain how characteristics such as a sense of belonging, pedagogical approaches, and assumptions and gatekeeping by adults impact students’ ability to engage with hands-on engineering education. In doing so, we make a case for rethinking hands-on and technology-enhanced engineering learning for just and inclusive education.
Recommended Citation
Stuopis, I.,
&
Hira, A.
(2024).
Hands-On for Whom?.
Journal of Pre-College Engineering Education Research (J-PEER), 14(1), Article 3.
https://doi.org/10.7771/2157-9288.1419
