Designing "Contexts for Tinkerability" with undergraduates and children within the El Pueblo Mágico social design experiment.

Autor/inn/en	Schwartz, Lisa H.; Digiacomo, Daniela; Gutiérrez, Kris D.
Titel	Designing "Contexts for Tinkerability" with undergraduates and children within the El Pueblo Mágico social design experiment.
Quelle	In: International journal for research on extended education, 3 (2015) 1, S. 94-113 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
DOI	10.25656/01:22995
URN	urn:nbn:de:0111-pedocs-229952
Schlagwörter	Bildungstheorie; Soziokulturelle Theorie; Basteln; Programm; Bildungspraxis; Schüler; Student; Bildungstheorie; Schüler; Lernaktivität; Programm; Kulturgeschichte; Basteln; Forscher; Student; STEMS (Science, Technology, Environment in Modern Society)
Abstract	"Making and Tinkering" links science, technology, engineering and mathematics learning (STEM) to the do-it-yourself "maker" movement, where people of all ages "create and share things in both the digital and physical world" (Resnick & Rosenbaum, 2013). This paper examines designing what Resnick and Rosenbaum (2013) call "contexts for tinkerability" within the social design experiment of El Pueblo Mágico (EPM) - a design approach organized around a cultural historical view of learning and development. We argue that this theoretical perspective reorganizes normative approaches to STEM education through a hybrid approach that brings together concepts from cultural historical theory and from Making and Tinkering (M & T) in ways that are important to how theory is enacted in STEM practice. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/3