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Research Brief

What counts as learning when researchers and practitioners work together

January 1, 2015 | Public Programs
As Maker and Tinkering programs expand, educators are in need of new ways of noticing and capturing learning. In particular, because maker programs are so facilitation-heavy, and physically active, there is a need for ways for educators to monitor learning in situ. In this paper, Bevan, Gutwill, Petrich and Wilkinson explore how jointly negotiated research led to new insights about what counts as learning in the context of STEM-rich tinkering in ways that can support formative, embedded, and naturalistic assessments.


  • BB 2015 leaves2
    University of Washington
  • Citation

    Resource Type: Research Products
    Discipline: Art, music, and theater | Education and learning science | Engineering | General STEM | Technology
    Audience: Museum/ISE Professionals | Learning Researchers
    Environment Type: Public Programs | Making and Tinkering Programs

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