Conversational reflections about tinkering experiences in a children’s museum

Date: 
Thursday, July 18, 2019
Resource Type:
Peer-reviewed article | Research Products
Environment Type: 
Public Programs, Making and Tinkering Programs, Exhibitions, Museum and Science Center Exhibits
Audience: 
Elementary School Children (6-10) | Middle School Children (11-13) | Museum/ISE Professionals | Evaluators | Learning Researchers
Discipline: 
Engineering | General STEM | Technology
Organization:
Loyola University Chicago, Northwestern University, Chicago Children's Musuem
Description: 

We examined the conversational reflections of 248 families with 6–11‐year‐old children shortly after they visited a tinkering exhibit. Our aim was to understand the conditions of tinkering and conversational reflection that can enhance STEM learning opportunities for young children.  We discuss implications for the design of tinkering and reflection activities that can both reveal and advance STEM learning.

Funder(s): 
NSF
Funding Program: 
AISL
Award Number: 
1516541
Funder(s): 
NSF
Funding Program: 
AISL
Award Number: 
1515771
Funder(s): 
NSF
Funding Program: 
AISL
Award Number: 
1515788
Citation
DOI:
10.1002/sce.21536
Publication Name: 
Science Education
Volume: 
2019
Page Number: 
1-20

Team Members

Lauren PaganoLauren PaganoAuthor
David UttalDavid UttalAuthor
Tsivia CohenTsivia CohenAuthor

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