Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/132
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dc.contributor.authorWorker, Steven M.
dc.contributor.authorChing, Cynthia Carter
dc.date.accessioned2017-03-21T12:05:42Z
dc.date.accessioned2017-05-27T14:29:58Z-
dc.date.available2017-03-21T12:05:42Z
dc.date.available2017-05-27T14:29:58Z-
dc.date.issued2016-07
dc.identifier.citationWorker, S. M. & Ching, C. C. (2016). Examining Tensions Among Youth, Adults, and Curriculum as Co-Designers in 4-H STEM Learning Through Design Programs In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://repository.isls.org/handle/1/132-
dc.identifier.urihttps://dx.doi.org/10.22318/icls2016.43
dc.description.abstractThis research study explored the relationships between three types of co-designers in 4-H STEM learning through design programs: youth participants, volunteer educators, and the curriculum. Each co-designer was involved in a process of planning and making in order to accomplish a goal to satisfy requirements subject to constraints. The enactment of the learning environment revealed tensions between the co-designers evidenced in participation structures (negotiated between the curriculum and educators); abstract versus concrete approaches (between the educators and youth); and tensions amongst youth peers while engaging in small group design teams (between curriculum and youth).en_US
dc.language.isoenen_US
dc.publisherSingapore: International Society of the Learning Sciencesen_US
dc.titleExamining Tensions Among Youth, Adults, and Curriculum as Co-Designers in 4-H STEM Learning Through Design Programsen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2016

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