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|Title:||Diving into Practice with Children and Undergraduates: A Cultural Historical Approach to Instatiating Making and Tinkering Activity in a Designed Learning Ecology|
|Authors:||Schwartz, Lisa Hope|
DiGiacomo, Daniela K.
Gutiérrez, Kris D.
|Publisher:||Boulder, CO: International Society of the Learning Sciences|
|Citation:||Schwartz, L. H., DiGiacomo, D. K., & Gutiérrez, K. D. (2014). Diving into Practice with Children and Undergraduates: A Cultural Historical Approach to Instatiating Making and Tinkering Activity in a Designed Learning Ecology. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 1. Colorado, CO: International Society of the Learning Sciences, pp. 70-77.|
|Abstract:||"Making and Tinkering" has become popular in informal education circles. The practice 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 a cultural historical approach to Making and Tinkering at two sites of El Pueblo Mgico (EPM), a social design experiment that joins university students, researchers and k-8 youth from predominately non-dominant communities together in joint activity for expansive and consequential learning (Gutierrez & Vossoughi, 2010). In the lineage of design experiments in the learning sciences our work addresses what Resnick and Rosenbaum discuss as the critical importance of designing contexts for tinkerability from a theory-based and iterative design approach that aims to both understand and change practice. With our work we seek to re-mediate normative STEM learning contexts for youth from non-dominant communities.|
|Appears in Collections:||ICLS2014|
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