May 17th, 2022 | RESEARCH
Informal educational activities, such as tinkering, can be beneficial for children’s engineering learning (Bevan, 2017; Sobel & Jipson, 2016). Storytelling can help children organize and make meaning of their experiences (Brown et al., 2014; Bruner, 1996), thereby supporting learning. We examine whether digital storytelling activities during tinkering and reflection will be related to more engineering talk.We also explore whether children with previous digital storytelling experience will produce higher quality narratives than children without.
Document
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Team Members
Riley George, Author, Loyola University ChicagoAfnan Amdeen, Author, Loyola University Chicago
Lauren Pagano, Author, Loyola University Chicago
Catherine Haden, Author, Loyola University Chicago
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
Full Text
Collaborative Research: Making Space for Story-Based Tinkering to Scaffold Early Informal Engineering Learning
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