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  1. Catherine Haden
  2. https://www.luc.edu/childrensmemory/haden.shtml
  3. Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. Loyola University Chicago
  1. Tsivia Cohen
  2. https://www.linkedin.com/in/tsivia-cohen-56555b15/
  3. AVP Play & Learning Initiatives
  4. Presenter’s NSFRESOURCECENTERS
  5. Chicago Children's Museum
  1. Perla Gamez
  2. https://gamezlab.weebly.com/
  3. Associate Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. Loyola University Chicago
  1. Kim Koin
  2. Director of Art and Tinkering Lab Studios
  3. Presenter’s NSFRESOURCECENTERS
  4. Chicago Children's Museum
  1. Meriem Sadoun
  2. https://www.linkedin.com/in/meriem-sadoun-30431672/
  3. Project Coordinator
  4. Presenter’s NSFRESOURCECENTERS
  5. Northwestern University, Loyola University Chicago
  1. David Uttal
  2. http://groups.psych.northwestern.edu/uttal/
  3. Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. Northwestern University

Collaborative Research: Advancing Early STEM Learning Opportunities Through T...

NSF Awards: 1516541

2019 (see original presentation & discussion)

Grades K-6

The video will showcase our NSF AISL Research in Service to Practice project on creating STEM learning opportunities through tinkering and reflection. One particularly powerful way to engage children in exploration and playful experimentation may be through learning experiences that call for tinkering with real objects and tools to make and remake things. Tinkering is an important target for research and educational practice for at least two reasons: (1) tinkering experiences are frequently social, involving children interacting with educators and family members who can support STEM-relevant tinkering in various ways and (2) tinkering is more open-ended than many other kinds of building experiences (e.g., puzzles, making a model airplane), because it is the participants' own unique questions and objectives that guide the activity. Thus, tinkering provides a highly accessible point of entry into early STEM learning for children and families from a variety of backgrounds, interests and levels of expertise. This Research-in-Service to Practice project is funded by the Advancing Informal STEM Learning (AISL) program which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments.

 

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