July 18th, 2019 | RESEARCH
We examined the conversational reflections of 248 families with 6–11‐year‐old children shortly after they visited a tinkering exhibit. Our aim was to understand the conditions of tinkering and conversational reflection that can enhance STEM learning opportunities for young children. We discuss implications for the design of tinkering and reflection activities that can both reveal and advance STEM learning.
Document
Pagano-Haden-Uttal-Cohen-2019.pdf
Team Members
Lauren Pagano, Author, Loyola University ChicagoCatherine Haden, Author, Loyola University Chicago
David Uttal, Author, Northwestern University
Tsivia Cohen, Author, Chicago Children's Musuem
Citation
Identifier Type: doi
Identifier: 10.1002/sce.21536
Publication: Science Education
Volume: 2019
Page(s): 1-20
Funders
Funding Source: NSF
Funding Program: AISL
Award Number: 1516541
Funding Program: AISL
Award Number: 1515771Funding Source: NSF
Funding Program: AISL
Award Number: 1515788
Related URLs
Collaborative Research: Advancing Early STEM Learning Opportunities Through Tinkering and Reflection
Tags
Audience: Elementary School Children (6-10) | Evaluators | Learning Researchers | Middle School Children (11-13) | Museum | ISE Professionals
Discipline: Engineering | General STEM | Technology
Resource Type: Peer-reviewed article | Research Products
Environment Type: Exhibitions | Making and Tinkering Programs | Museum and Science Center Exhibits | Public Programs
