Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/344
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dc.contributor.authorTan, Michael
dc.date.accessioned2017-06-19T11:36:02Z
dc.date.accessioned2017-06-19T09:42:49Z-
dc.date.available2017-06-19T11:36:02Z
dc.date.available2017-06-19T09:42:49Z-
dc.date.issued2016-07
dc.identifier.citationTan, M. (2016). Embodied Search Processes in Creative Problem Solving: How Do People Learn in Makerspaces? 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 2. Singapore: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://repository.isls.org/handle/1/344-
dc.identifier.urihttps://doi.dx.org/10.22318/icls2016.137
dc.description.abstractIn creative problem solving, an essential component is the divergent idea generation phase before deciding on a plan of action for convergent, relatively well structured problem solving. In makerspaces and other sites where problems are posed in physical form, the material affordances of the objects and their spatial configurations can aid or hinder the search through problem space for possible solutions. In this study, we present the preliminary results of a study involving six pairs of grade eight students involved in a school makerspace context. Given sixteen littleBits modules housed in a small toolbox, along with some light construction materials, students were tasked to produce a prototype of a device that could attract teachers’ attention during class work sessions. The material actions that students made in early explora-tion of project ideas were correlated to the creative outcomes of their project.en_US
dc.language.isoenen_US
dc.publisherSingapore: International Society of the Learning Sciencesen_US
dc.titleEmbodied Search Processes in Creative Problem Solving: How Do People Learn in Makerspaces?en_US
dc.typeBook chapteren_US
Appears in Collections:ICSL 2016

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