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Summer of Tinkering : = Sociocultural Views of Children's Learning while Tinkering in Social and Material Worlds.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Summer of Tinkering :/
Reminder of title:	Sociocultural Views of Children's Learning while Tinkering in Social and Material Worlds.
Author:	Parekh, Priyanka.
Description:	1 online resource (127 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355952131

Summer of Tinkering : = Sociocultural Views of Children's Learning while Tinkering in Social and Material Worlds.
Parekh, Priyanka.

Summer of Tinkering :Sociocultural Views of Children's Learning while Tinkering in Social and Material Worlds. - 1 online resource (127 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--Arizona State University, 2018.

Includes bibliographical references

As interest in making and STEM learning through making and tinkering continue to rise, understanding the nature, process, and benefits of learning STEM through making have become important topics for research. In addition to understanding the basics of learning through making and tinkering, we need to understand these activities, examine their potential benefits, and find out ways to facilitate such learning experiences for all learners with resources that are readily available. This dissertation is a study of children's learning while tinkering inspired by the Educational Maker Movement. It is motivated by the projects that children playfully create with broken toys, art and craft resources, and other found objects, and the connections of such activities to learning. Adopting a sociocultural lens this dissertation examines eight to twelve-year-olds' learning while tinkering in collaboration with friends and family, as well as on their own.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355952131Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Summer of Tinkering : = Sociocultural Views of Children's Learning while Tinkering in Social and Material Worlds.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Elisabeth R. Gee.
502 $a Thesis (Ph.D.)--Arizona State University, 2018.
504 $a Includes bibliographical references
520 $a As interest in making and STEM learning through making and tinkering continue to rise, understanding the nature, process, and benefits of learning STEM through making have become important topics for research. In addition to understanding the basics of learning through making and tinkering, we need to understand these activities, examine their potential benefits, and find out ways to facilitate such learning experiences for all learners with resources that are readily available. This dissertation is a study of children's learning while tinkering inspired by the Educational Maker Movement. It is motivated by the projects that children playfully create with broken toys, art and craft resources, and other found objects, and the connections of such activities to learning. Adopting a sociocultural lens this dissertation examines eight to twelve-year-olds' learning while tinkering in collaboration with friends and family, as well as on their own.
520 $a Using a case study methodology and studying interactions and transactions between children, materials, tools, and designs this study involves children learning while tinkering over a week-long workshop as well as over the summer in the Southwest. The three hallmarks of this study are, first, an emphasis on sociocultural nature of the development of tinkering projects; second, an emphasis on meaning making while tinkering with materials, tools, and design, and problem-solving; and third, an examination of the continuation of tinkering using newly acquired tools and skills beyond the duration of the workshop. In doing so, this dissertation contributes to the ongoing discussion of children's playful tinkering, how and why it counts as learning, and STEM learning associated with tinkering. Implications for future learning and the ways in which tinkering connects to children's everyday fabric of activities are considered.
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