Research to Practice: Observing Learning in Tinkering Activities
Research to Practice: Observing Learning in Tinkering Activities
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DOI：
10.1111/cura.12105
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发表时间：
2015-04-01
影响因子：
1
通讯作者：
Sindorf, Lisa
中科院分区：
文献类型：
--
作者：
Gutwill, Joshua P.;Hido, Nina;Sindorf, Lisa
随着博物馆中修修补补和空间的激增，许多研究人员、从业者、资助者和政策制定者试图了解什么是通过修修补补来学习。为了支持基于修补的学习的讨论，探索馆试图在其永久性的修补工作室中阐明和完善一个有效的、基于证据的学习定义。我们研究并制作了50名学习者和他们的同伴在修补工作室的三个修补活动之一的视频。一组研究人员和从业人员使用视频来完善学习和促进框架（最初在以前的项目中开发），从而确定了学习的四个维度和三个广泛的促进动作。我们创建了一个Tinkering Library of Exemplars，根据这些框架对100多个视频片段进行了分类。该图书馆可帮助阐明学习和促进的重要方面，表达从业人员在界定修修补补中学习方面的价值观，并为收集此类学习的证据奠定方法基础。图书馆可供下载。
As tinkering and making spaces proliferate in museums, many researchers, practitioners, funders, and policy-makers seek to understand what constitutes learning-through-tinkering. To support discussion of tinkering-based learning, the Exploratorium sought to articulate and refine a valid, evidence-based definition of learning in its permanent on-floor Tinkering Studio. We studied and made videos of fifty learners and their companions in one of three tinkering activities in the Tinkering Studio. A team of researchers and practitioners used the videos to refine frameworks for learning and facilitation (initially developed in a prior project), leading to the identification of four Dimensions of Learning and three broad Facilitation Moves. We created a Tinkering Library of Exemplars that categorizes over one hundred video clips according to these frameworks. The Library may help articulate important aspects of learning and facilitation, give voice to practitioners' values in defining learning-through-tinkering, and lay a methodological foundation for gathering evidence for such learning. The Library is available for download.