Informal educational activities, such as tinkering, can be beneficial for children’s engineering learning (Bevan, 2017; Sobel & Jipson, 2016). Storytelling can help children organize and make meaning of their experiences (Brown et al., 2014; Bruner, 1996), thereby supporting learning. Digital storytelling, in which narratives and reflections are combined with photos and videos in order to be shared with an audience, has become a familiar, enjoyable activity for many children (Robin, 2008). We examine whether digital storytelling activities during tinkering and reflection will be related to more engineering talk.
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Riley George
Author
Loyola University Chicago
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Afnan Amdeen
Author
Loyola University Chicago
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Citation
Funders
NSF
Funding Program:
Advancing Informal STEM Learning (AISL)
Award Number:
1906839
NSF
Funding Program:
Advancing Informal STEM Learning (AISL)
Award Number:
1906940
NSF
Funding Program:
Advancing Informal STEM Learning (AISL)
Award Number:
1906808
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