2023 Poster – Problem-solving for toy friends during tinkering promotes storytelling and testing talk in family reflections

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 University
Riley 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 Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1906940

Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1906808

Related URLs

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

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This material is supported by National Science Foundation award DRL-2229061, with previous support under DRL-1612739, DRL-1842633, DRL-1212803, and DRL-0638981. Any opinions, findings, conclusions, or recommendations contained within InformalScience.org are those of the authors and do not necessarily reflect the views of NSF.

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