This "mini-poster," a two-page slideshow presenting an overview of the project, was presented at the 2023 AISL Awardee Meeting.
DATE:
TEAM MEMBERS:
Lui Hokoana Hōkūlani Holt Jaymee Nanasi DavisChelsey Jay Kala Baybayan-Tanaka Koa Hewahewa Lei Ishikawa Pauline SatTiare Agpaoa Torae Keahiolalo
Tinkering experiences in informal learning spaces can engage families in engineering practices and support learning (Pagano et al., 2020). Further, reflections after informal learning experiences can reveal and extend children’s memory and learning (Pagano et al., 2019), but reflections vary by age, culture, setting, program, and other factors (Fivush et al., 2006). We examined how the conversational structure and engineering content of families’ reflections vary across multiple museum visits and across different types of tinkering programs (e.g., open-ended vs. function-focused).
Tinkering activities designed for parents and children can foster spatial thinking, which benefits spatial skill development (Ramey et al., 2020). During tinkering activities, families may be challenged to use tools and materials to solve open-ended problems (Bevan, 2017). The problems specified by different tinkering challenges can highlight intrinsic or extrinsic spatial information (Chatterjee, 2008; Mix et al., 2018). In this project we asked, how does the spatial information highlighted by a tinkering challenge affect the quality of families’ spatial thinking?
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TEAM MEMBERS:
Naomi PolinskyElena FiegenKaitlyn HurkaCatherine HadenDavid Uttal
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.
In this project, we asked whether storytelling during tinkering might support children’s engagement in STEM and how that may differ across boys and girls. According to Bruner (1996), stories can help children to organize experiences by adding coherence, increasing understanding, and facilitating learning. We observed associations between story and STEM in two contexts: home and museum exhibit.
Given the important role of autonomy support in children’s motivation and learning, this study asked whether parents’ use of autonomy supportive language (vs. controlling language) was associated with children’s engagement in science, technology, engineering, and mathematics in a bi-directional manner during an at-home tinkering activity.
We present the assets that collaboration across a land grant university brought to the table, and the Winterberry Citizen Science program design elements we have developed to engage our 1080+ volunteer berry citizen scientists ages three through elder across urban and rural, Indigenous and non-Indigenous, and formal and informal learning settings.
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TEAM MEMBERS:
Katie SpellmanJasmine ShawChristine VillanoChrista MulderElena SparrowDouglas Cost