The tinkering process of making, testing, and iteratively redesigning projects can teach children about engineering concepts (Marcus et al., 2021; NGSS, 2013), but there is variability in how tinkering programs are designed. Storytelling may make children’s learning experiences personally meaningful and narratively organized, thereby supporting memory (Bruner, 1996). We designed multiple story-based tinkering programs and examined how the types of story characters and goals introduced in the tinkering programs would relate to the content of families’ talk in post-tinkering reflections.
TEAM MEMBERS
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Riley George
Author
Loyola University Chicago
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David Uttal
Author
Northwestern University
Citation
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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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