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Title
Designing "Contexts for Tinkerability" with undergraduates and children within the El Pueblo Mágico social design experiment
Authors ; ;
SourceInternational journal for research on extended education : IJREE 3 (2015) 1, S. 94-113 ZDB
Document  (970 KB)
License of the document Lizenz-Logo 
Keywords (German)STEMS <Science, Technology, Environment in Modern Society>; Basteln; Bildungstheorie; Bildungspraxis; Lernaktivität; Kulturgeschichte; Student; Schüler; Forscher; Soziokulturelle Theorie; Programm
sub-disciplineCurriculum and Teaching / School Pedagogy
Teaching Didactics/Teaching Maths and Sciences
Document typeArticle (journal)
ISSN2196-3673; 2196-7423; 21963673; 21967423
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):"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.)
other articles of this journalInternational journal for research on extended education : IJREE Jahr: 2015
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Date of publication18.02.2022
CitationSchwartz, Lisa H.; DiGiacomo, Daniela; Gutiérrez, Kris D.: Designing "Contexts for Tinkerability" with undergraduates and children within the El Pueblo Mágico social design experiment - In: International journal for research on extended education : IJREE 3 (2015) 1, S. 94-113 - URN: urn:nbn:de:0111-pedocs-229952 - DOI: 10.25656/01:22995
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