January 1st, 2015 | RESEARCH
"Making and Tinkering" links science, technology, engineering and mathematics learning (STEM) to the do-it-yourself "maker" movement, where people of all ages "create and share things in both the digital and physical world" (Resnick & Rosenbaum, 2013). This paper examines designing what Resnick and Rosenbaum (2013) call "contexts for tinkerability" within the social design experiment of El Pueblo Mágico (EPM) -- a design approach organized around a cultural historical view of learning and development. We argue that this theoretical perspective reorganizes normative approaches to STEM education through a hybrid approach that brings together concepts from cultural historical theory and from Making and Tinkering (M & T) in ways that are important to how theory is enacted in STEM practice.
Document
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Team Members
Lisa Schwartz, Author, University of Colorado BoulderDaniela Digiacomo, Author, University of Colorado Boulder
Kris Gutierrez, Author, University of California, Berkeley
Citation
Identifier Type: issn
Identifier: 2196-3673
Publication: International Journal for Research on Extended Education
Volume: 3
Number: 1
Page(s): 94-113
Related URLs
Tags
Access and Inclusion: Ethnic | Racial | Hispanic | Latinx Communities
Audience: Educators | Teachers | Elementary School Children (6-10) | Learning Researchers | Middle School Children (11-13) | Museum | ISE Professionals | Undergraduate | Graduate Students
Discipline: Education and learning science | Engineering | General STEM
Resource Type: Peer-reviewed article | Research Products
Environment Type: Afterschool Programs | Making and Tinkering Programs | Public Programs