2022 Poster - Connections between digital storytelling and children’s narrative and engineering talk

Date: 
Tuesday, May 17, 2022
Resource Type:
Conference Proceedings | Reference Materials
Environment Type: 
Public Programs, Making and Tinkering Programs, Exhibitions, Museum and Science Center Exhibits
Audience: 
Elementary School Children (6-10) | Families | Educators/Teachers | Museum/ISE Professionals | Evaluators | Learning Researchers
Discipline: 
Education and learning science | Engineering
Organization:
Loyola University Chicago
Description: 

Informal educational activities, such as tinkering, can be beneficial for children’s engineering learning (Bevan, 2017; Sobel & Jipson, 2016). Storytelling can help children organize and make meaning of their experiences (Brown et al., 2014; Bruner, 1996), thereby supporting learning. Digital storytelling, in which narratives and reflections are combined with photos and videos in order to be shared with an audience, has become a familiar, enjoyable activity for many children (Robin, 2008). We examine whether digital storytelling activities during tinkering and reflection will be related to more engineering talk.

Funder(s): 
NSF
Funding Program: 
Advancing Informal STEM Learning (AISL)
Award Number: 
1906839
Funder(s): 
NSF
Funding Program: 
Advancing Informal STEM Learning (AISL)
Award Number: 
1906940
Funder(s): 
NSF
Funding Program: 
Advancing Informal STEM Learning (AISL)
Award Number: 
1906808
Document:

Team Members

Riley GeorgeRiley GeorgeAuthor
Afnan AmdeenAfnan AmdeenAuthor

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