Students’ increasing unwillingness to take part in science and technology-related careers has been underscored in the science education community (Ulriksen, Madsen y Holmegaard, 2015) because it may weaken the STEM-related workforce (Subotnik et al. 2009). However, our view is not aligning with the improvement of STEM areas to reproduce cognitive capitalism and to contribute to the reinforcement of the future workforce who with their knowledge, skills, and expertise assist the financial marketplace (Torres, 2017), but a matter of social and curricular justice.

Recent studies have reported that declining interest and negative attitudes towards school science occur during the lower-secondary school years (Gibson & Chase, 2002; Murphy & Beggs, 2003) and it is attributed, among other factors, to the overloaded, outdated and not very relevant curricula, difficult and boring contents, and the gap between the science taught and the current techno-science of everyday life (Vázquez & Manassero, 2005; Murphy & Beggs, 2003; Gilbert, Bulte &Pilot, 2011). In the Spanish context, the content-based teaching approach in science education, the presentation of knowledge as dogmas proved through a stereotyped method (Rivero et al. 2017), and the lack of attention paid to scientific procedures in science education, and its relation with society has impeded students to get closer and familiarised with the scientific activity (Vázquez, Acevedo y Manassero, 2005).

Rocard et al. (2007) cite the teaching approach (instruction) as the cause of declining interest and negative attitudes towards S&T. Tolstrup, Moller and Ulriksen (2014) believe that teaching strategies play a key role in the development of positive attitudes, as do Aguilera and Perales (2017), who highlight the importance of using active T-L strategies in science education such as inquiry-based learning, project-based learning, context-based learning, and model-based learning. All these strategies, rooted in the theory of constructivism, are more likely to foster the relationship between curiosity, interest, and learning (Palmer, 2005 in Aguilera y Perales, 2017) and thus develop a positive attitude towards it. In this sense, Vazquez and Manassero (2009) point out that science education must not only inspire students' enjoyment of learning, but also promote activities with technological devices, machines, and tools to develop and promote interest in science and technology.

Therefore, in this communication we analyze – with a gender perspective - an interdisciplinary, context-based, and collaborative educational practice carried out in the 4^th year of secondary education – Year 11, students aged 15-16– rooted in ICT and technology subjects – and its impact on students’ interests in technology.

The main objectives of this study are:

• To analyze the foundations of an interdisciplinary, context-based, and collaborative educational practice.
• To determine the impact of active teaching-learning approaches on students’ interest in technology.

To carry out this study, we conducted an instrumental case study in an educational centre in Galicia - Spain - that uses active T-L methods in technology-based subjects -ICT and Technology. This communication aims to shed light on how active teaching-learning methods arouse students' interest in learning, especially in school science. To this end, the perceptions of teachers and students - 20 students (5 girls and 15 boys) in Year 11 taking ICT and technology - were collected using qualitative methods such as participant observation, focus groups and group interviews, which allowed us to get closer to the reality in the classroom and to capture and understand the perspectives of students and teachers. This annual educational project, the "Maker School", consists of the development of a "company" in which students must carry out entrepreneurial activities - such as accounting, website development, marketing and sales - product design and production using 3D printers, in order to market these products and donate the profits to a solidarity project or non-governmental organisation chosen by the school community - teachers and students. The uniqueness of the "Marker School Project" lies in its contribution to the school curriculum. Through this project, pupils acquire the content and competences foreseen in the secondary school grade 4 curriculum for ICT and technology subjects. The "Maker School" project is based on the philosophy of "learning by doing" and is built around "committees" - max. 5 students per committee - due to the teacher/student ratio. In these committees, students rotate every 2 months and pursue specific roles in order to achieve all the curricula contents and competences. Students rotate on these committees every 2 months and take on specific roles to achieve all curriculum content and competencies. The committees are specific to each subject - ICT and Technology - to meet the needs of each and the curriculum content. The ICT subject committees are: Web Design, Sales, Marketing, Broadcasting and Video, while in Technology: 3D Printer Maintenance, 3D Software, I+D+I, Automation Technology and Robotics. Students democratically elect a committee at the beginning of the school year and then move to another of their choice. To keep up with committee work, students are required to create and update a portfolio of developed assignments during their time on the committee. This portfolio serves both as a guide for the new committee members and as an assessment tool for the teacher.

All students, both male and female, agree that this project is based on independent learning, "In all committees you have to look for solutions, you learn to solve problems, I think that is the most useful thing for my future" (GD1-MH-1). This teaching/learning approach occurs in problem solving, decision making, and organizing tasks (OBS1- TEC -4B, 4A, OBS2- TEC -4B). Students believe that this project puts students at the center of the teaching and learning process because it respects their time, learning style, and idiosyncrasies. In this sense, students also believe that the strongest quality of the Maker School Project is the collaborative learning approach rather than the project-based one. Students have shown that they prefer collaborative learning because it not only helps them achieve curriculum standards but also develop skills such as active listening, making agreements, and commitment to their learning-if a committee does not do its part, the project will not be successful -. Students feel that some of the "committees" in this project are related and useful to their current and future daily lives. For boys, the most useful committees are the maintenance of 3D printers and 3D software, while girls see the most useful committee as the maintenance of 3D printers because it helps them understand how machines work, contrary to what the literature shows that girls usually flee from tasks related to tools and machines (Jozefowicz et al., 1993). However, this project does not increase female students' interest in technology to the extent expected. The lack of decision-making power and the fact that they are not able to bring significant changes to the project (currently the project is fixed and organized, which means that they can only determine the topic of the project and the benefits recipient) have a deterrent effect on the female students.

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