Iteration is a central practice in art and science; however, it has yet to be deeply explored in STEAM learning environments. This study adopts a sociomaterial orientation (Fenwick and Edwards, 2013) to characterize the nature of iteration in one STEAM activity, an Optics Design Challenge, with informal educators. We found that iteration emerged as “microcycles” of interactions, specifically as adjustments, additions, and negotiations in both material artifacts and the narrative.
TEAM MEMBERS
Priya Pugh
Author
University of Alaska Fairbanks
Blakely Tsurusaki
Author
University of Washington Bothell
Perrin Teal Sullivan
Author
University of Alaska Fairbanks
Citation
DOI
:
https://doi.dx.org/10.22318/icls2020.1759
Publication Name:
The International Conference of the Learning Sciences (ICLS) 2020: The Interdisciplinarity of the Learning Sciences
Volume:
1
Page Number:
1759-1760
Funders
NSF
Funding Program:
Advancing Informal STEM Learning (AISL)
Award Number:
1713155
NSF
Funding Program:
Advancing Informal STEM Learning (AISL)
Award Number:
1713276
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