March 24th, 2023 | RESEARCH
The tinkering process of making, testing, and iteratively redesigning projects can teach children about engineering concepts (Marcus et al., 2021; NGSS, 2013), but there is variability in how tinkering programs are designed. Storytelling may make children’s learning experiences personally meaningful and narratively organized, thereby supporting memory (Bruner, 1996). We designed multiple story-based tinkering programs and examined how the types of story characters and goals introduced in the tinkering programs would relate to the content of families’ talk in post-tinkering reflections.
Document
SRCD-2023-TALES-Poster-Final.pdf
https://www.luc.edu/media/lucedu/childrensmemory/pdfs/SRCD%202023-TALES%20Poster%20Final.pdf
Team Members
Lauren Pagano, Author, Northwestern UniversityRiley George, Author, Loyola University Chicago
Catherine Haden, Author, Loyola University Chicago
David Uttal, Author, Northwestern University
Funders
Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1906839
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1906940Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1906808
Related URLs
Tags
Audience: Educators | Teachers | Elementary School Children (6-10) | Evaluators | Families | Learning Researchers | Museum | ISE Professionals
Discipline: Education and learning science | Engineering
Resource Type: Conference Proceedings | Reference Materials
Environment Type: Exhibitions | Making and Tinkering Programs | Museum and Science Center Exhibits | Public Programs