Youth's Engagement as Scientists and Engineers in an Afterschool Making and Tinkering Program
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| Title: | Youth's Engagement as Scientists and Engineers in an Afterschool Making and Tinkering Program |
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| Language: | English |
| Authors: | Simpson, Amber (ORCID |
| Source: | Research in Science Education. Feb 2020 50(1):1-22. |
| Availability: | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Learner Engagement, After School Programs, Youth, STEM Education, Science Activities |
| DOI: | 10.1007/s11165-017-9678-3 |
| ISSN: | 0157-244X |
| Abstract: | Making and tinkering is currently gaining traction as an interdisciplinary approach to education. However, little is known about how these activities and explorations in formal and informal learning spaces address the content and skills common to professionals across science, technology, engineering, and mathematics. As such, the purpose of this qualitative study was to examine how youth were engaged in the eight science and engineering practices outlined within the US Next Generation Science Standards within an informal learning environment utilizing principles of tinkering within the daily activities. Findings highlight how youth and facilitators engaged and enacted in practices common to scientists and engineers. Yet, in this study, enactment of these practices "looked" differently than might be expected in a formal learning environment such as a laboratory setting. For example, in this setting, students were observed carrying out trials on their design as opposed to carrying out a formal scientific investigation. Results also highlight instances of doing science and engineering not explicitly stated within parameters of formal education documents in the USA, such as experiences with failure. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1242791 |
| Database: | ERIC |
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| Abstract: | Making and tinkering is currently gaining traction as an interdisciplinary approach to education. However, little is known about how these activities and explorations in formal and informal learning spaces address the content and skills common to professionals across science, technology, engineering, and mathematics. As such, the purpose of this qualitative study was to examine how youth were engaged in the eight science and engineering practices outlined within the US Next Generation Science Standards within an informal learning environment utilizing principles of tinkering within the daily activities. Findings highlight how youth and facilitators engaged and enacted in practices common to scientists and engineers. Yet, in this study, enactment of these practices "looked" differently than might be expected in a formal learning environment such as a laboratory setting. For example, in this setting, students were observed carrying out trials on their design as opposed to carrying out a formal scientific investigation. Results also highlight instances of doing science and engineering not explicitly stated within parameters of formal education documents in the USA, such as experiences with failure. |
|---|---|
| ISSN: | 0157-244X |
| DOI: | 10.1007/s11165-017-9678-3 |
