Tinkering, Learning, and Equity in an Afterschool Setting

Monday, June 1, 2015
Resource Type:
Research Products | Research Brief
Environment Type: 
Public Programs, Making and Tinkering Programs, Museum and Science Center Programs
Museum/ISE Professionals
Education and learning science | Engineering | General STEM | Technology
Northwestern University, Exploratorium

This paper draws on ethnographic data to bring equity to the fore within discussions of tinkering and making. Vossoughi, Escudé, Kong & Hooper argue that equity lies in the how of teaching and learning through specific ways of: designing making environments, using pedagogical language, integrating students’ cultural and intellectual histories, and expanding the meanings and purposes of STEM learning. The authors identify and exemplify emergent equity-oriented design principles within the Tinkering After-School Program—a partnership between the Exploratorium and the Boys and Girls Clubs of San Francisco.


Team Members

Meg EscudeMeg EscudeAuthor

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