May 17th, 2022 | RESEARCH
Hands-on tinkering experiences can help promote more equitable STEM learning opportunities for children from diverse backgrounds (Bevan, 2017; Vossoughi & Bevan, 2014). Latine heritage families naturally engage in and talk about engineering practices during and after tinkering in a children’s museum (Acosta & Haden, in press). We asked how the everyday practice of oral stories and storytelling could be leveraged during an athome tinkering activity to support children’s informal engineering and spatial learning.
Document
(no document provided)
Team Members
Diana Acosta, Author, Loyola University ChicagoCatherine Haden, Author, Loyola University Chicago
Kim Coin, Author, Chicago Children's Museum
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
Access and Inclusion: English Language Learners | Ethnic | Racial | Hispanic | Latinx Communities
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 | Media and Technology | Museum and Science Center Exhibits | Museum and Science Center Programs | Public Programs | Websites | Mobile Apps | Online Media