Scrapyard Challenge Jr., Adapting an art and design workshop to support STEM to STEAM learning experiences

Moriwaki, Katherine; Brucker-Cohen, Jonah; Campbell, Louisa; Saavedra, Joe; Stark, Liza; Taylor, Liz

doi:10.1109/isecon.2012.6204175

Cited by 12 publications

(12 citation statements)

References 2 publications

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“…Current research findings support that making and tinkering activities can help with the development of skills, such as creativity, innovation, problem-solving, programming, computational thinking skills, which constitute the 21 st century skill-set (Bevan et al, 2015;Moriwaki et al, 2012;Harnett et al, 2015;. Unlike, teaching methods which emphasize the existence of a single answer to a problem, or a determined process to the solution, methods that support making, tinkering, coding and play emphasize on the significance of the process, rather than the result.…”

Section: Introductionmentioning

confidence: 54%

On Making, Tinkering, Coding and Play for Learning: A Review of Current Research

Timotheou

Ioannou

2019

Lecture Notes in Computer Science

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Although a few researchers have recently focused on the value of making, tinkering, coding, and play in learning, a synthesis of this work is currently missing, creating an unclear path for future research in this area. Computationalmaking-enhanced activities, framed as activities promoting making, tinkering, coding and play in the learning process, have gained a lot of attention during the last decade. This study provides a review of the existing research in this area, published in academic journals, from 2009 to 2018. We examine learning gains linked to learners' participation in computational making-enhanced activities in formal and non-formal education settings. We further overview the research methods, the educational level, and the context of the published studies. The review of selected studies has shown that most of the research has been conducted in non-formal and informal education settings, however a shift to formal education has appeared since 2016. Most studies have focused on programming and computer science with middle-school learners. Immediate action is needed to inform the design of computational-making-enhanced activities directly linked to curriculum goals. Given the lack of synthesis of work on computational-making, the review can have considerable value for researchers and practitioners in the field.

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Section: Introductionmentioning

confidence: 54%

On Making, Tinkering, Coding and Play for Learning: A Review of Current Research

Timotheou

Ioannou

2019

Lecture Notes in Computer Science

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“…This course uses the epistemology of studio practice to acquire embodied knowledge. This facilitates understanding communicative experiences of felt qualities and movements shaping the creative thinking process [12,13]. Innovative-reasoning processes are taught through the crafting of mechanical structures, while experiencing bodily interactions with the nature of materials and tools.…”

Section: Objectives and Methodsmentioning

confidence: 99%

Integration of Art Pedagogy in Engineering Graduate Education

Tovar¹,

Najmon²,

Rao³

et al. 2018

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The integration of STEM with the Arts, commonly referred to as STEAM, recognizes the need for human skill, creativity, and imagination in technological innovations and solutions of realworld technical problems. The STEAM paradigm changes the dominant "chalk and talk" lecture and "closed-ended" problem-solving orientation of traditional engineering pedagogy to a handson, studio-based, and open-ended creative learning approach, typical in art education. A growing body of literature has provided evidence of the favorable impact of situating STEAM in K-16 education. The long-term objective of this work is to promote creativity in engineering students by integrating learning methods and environments from the Arts into graduate STEM education. To this end, an integrating engineering, technology and art (ETA) educational model is developed and is currently being tested. This ETA educational model systematically merges technical instruction with studio-based pedagogy. The ETA model consists of three courses, which were piloted in the year 2017. In each course, engineering and art instructors and students collaborated for 15 weeks on design projects. These projects ranged from drones to architectural installations.

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“…Making has drawn much attention from educators and researchers alike since emerging studies acknowledge that making has the potential to support inquiry-driven, learner-centered, interdisciplinary learning (Moriwaki et al, 2012;Schlegel et al, 2019;Keune & Peppler, 2019). Our analysis of the literature surfaced three ideas: 1) making is often related to materials and tools (Martin, 2015;Kafai et al, 2014;; 2) making is a process of designing, tinkering, and modeling, through which people solve problems, develop multiliteracies, and create tangible or intangible products (Bevan et al, 2017;Martin et al, 2018;Vossoughi et al, 2013;Hira & Hynes, 2016;Tucker-Raymond & Gravel, 2019), and 3) making involves multiple relationships, including collaboration, mentorship, dialogue, and expertise exchange (Vossoughi & Bevan, 2014;Hagerman et al, 2019;Hynes & Hynes, 2018;Keune & Peppler, 2017;Sheridan et al, 2014).…”

Section: Conceptualizing Making Across Definitionsmentioning

confidence: 99%

Community Making: An Expansive View of Curriculum

Oguilve

Wen

Bowen

et al. 2021

JCSR

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Making as a term has gained attention in the educational field. It signals many different meanings to many different groups, yet is not clearly defined. This project’s researchers refer to making as a term that bears social and cultural impact but with a broader more sociocultural association than definitions that center making in STEM learning. Using the theoretical lenses of critical relationality and embodiment, our research team position curriculum as a set of locally situated activities that are culturally, linguistically, socially, and politically influenced. We argue that curriculum emerges from embodied making experiences in specific interactions with learners and their communities. This study examines multiple ways of learning within and across seven community-based organizations who are engaged directly or indirectly in making activities that embedded literacy, STEM, peace, and the arts. Using online ethnography, the research team adopted a multiple realities perspective that positions curriculum as dynamic, flexible, and evolving based on the needs of a community, its ecosystems, and the wider environment. The research team explored making and curricula through a qualitative analysis of interviews with community organizers and learners. The findings provide thick descriptions of making activities which reconceptualize making and curriculum as living and responsive to community needs. Implications of this study expand and problematize the field’s understanding of making, curriculum, and learning environments.

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Scrapyard Challenge Jr., Adapting an art and design workshop to support STEM to STEAM learning experiences

Cited by 12 publications

References 2 publications

On Making, Tinkering, Coding and Play for Learning: A Review of Current Research

On Making, Tinkering, Coding and Play for Learning: A Review of Current Research

Integration of Art Pedagogy in Engineering Graduate Education

Community Making: An Expansive View of Curriculum

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