Conversational reflections about tinkering experiences in a children’s museum

We examined the conversational reflections of 248 families with 6–11‐year‐old children shortly after they visited a tinkering exhibit. Our aim was to understand the conditions of tinkering and conversational reflection that can enhance STEM learning opportunities for young children.  We discuss implications for the design of tinkering and reflection activities that can both reveal and advance STEM learning.

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