How "making" projects can promote deep learning

June 1, 2015 | Public Programs

The field of informal science education has embraced “making” and design activities as a powerful approach to engaging learners. This chapter by Blikstein finds that in order to create disruptive spaces where students can learn STEM, design and build inventive projects, educators . This paper provides theoretical background and concrete cases that illuminate program design and implementation issues related to making.

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Molly Shea

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Exploratorium

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Resource Type: Research Brief

Discipline: Engineering | General STEM | Technology

Audience: Educators/Teachers | Museum/ISE Professionals

Environment Type: Public Programs | Making and Tinkering Programs

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