This report, from the "Tinkering EU: Building Science Capital for All" project, provides a theoretical rationale for understanding the relationship between Tinkering as a pedagogical approach, students’ individual science capital, and inclusive STEM teaching approaches. By exploring the relationship between these three areas, it invites professionals to reflect on the ways in which Tinkering can be used a teaching tool for building science capital.
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Associated Projects
TEAM MEMBERS
Mark Winterbottom
Author
University of Cambridge
Citation
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Other
Funding Program:
Erasmus+ Programme of the EU
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