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:
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