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Constructing Engineering Knowledge Through Tinkering, Reflection, And Digital Storytelling, Lauren C. Pagano
Constructing Engineering Knowledge Through Tinkering, Reflection, And Digital Storytelling, Lauren C. Pagano
Dissertations
Educators and researchers suggest that informal learning activities in museums, libraries, and families’ homes can promote children’s science, technology, engineering, and mathematics (STEM) learning (Sobel & Jipson, 2016). Tinkering, a form of hands-on problem-solving involving real tools and materials, is one way to engage families in engineering design processes. However, tinkering activities vary greatly in terms of the goals presented, the resources available, and opportunities to test (Bevan, 2017). Across three studies, we examined how variations in tinkering exhibit design and parent-child interaction relate to children’s memory and STEM learning. In Study 1, we examined the structure and content of …
The Chilean Student Movement: A Family Matter. The Intimate And Conflicting Construction Of Revolution In A Post Dictatorial Country, Leslie Parraguez Sanchez
The Chilean Student Movement: A Family Matter. The Intimate And Conflicting Construction Of Revolution In A Post Dictatorial Country, Leslie Parraguez Sanchez
Dissertations
In 2011, thousands of students filled the main streets and occupied most educational establishments of Chile to demand a profound transformation of the educational system – one of the main reforms of Pinochet’s government. Like students in many other countries, the Chilean Student Movement has been struggling against the pervasive effects of neoliberalism on the higher educational system, aiming to recover the public sense of education. Students from all over the country began to organize to struggle against profits in the higher education system. In doing so, students denied the very core of the neoliberal economic system and deeply (re)politicized …
Effects Of Instruction And Parent-Child Conversation On Children's Stem Learning And Transfer, Maria Marcus
Effects Of Instruction And Parent-Child Conversation On Children's Stem Learning And Transfer, Maria Marcus
Master's Theses
This study examined the effects of direct instruction and parent-child conversation on children's STEM learning, transfer abilities, and remembering. A total of forty mothers and their 5- to 6-year-old children (M = 5.87) participated in this study. Mother-child dyads were randomly assigned to one of two conditions that differed in the amount of engineering information they received prior to engaging in a building activity in a museum exhibit. The provision of engineering information fostered dyads building activities and their long-term recall of the museum visit. Implications for museum research and practice are discussed.