Tinkering in Scientific Education
Tinkering in Scientific Education
复制标题
科学教育的修补
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
P. V. D. Putten
中科院分区：
文献类型：
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作者：
Maarten H. Lamers;F. Verbeek;P. V. D. Putten
近年来，在艺术、技术和科学领域，人们越来越多地推动在更加个性化和自主的环境中使用技术和设计，并与物理世界相结合。创意平台的开发向更多的新手修补者开放个人数字/物理技术，使人们能够控制技术和个人问题和目标的原型解决方案。同样，教育可以通过为学生提供边做边学的工具和平台而受益。然而，这些进步给科学研究和教育带来了新的挑战，例如如何将修补的开放性与更固定的教育和研究议程结合起来。这是第一个确定和讨论此类问题的科学研讨会，并为未来的合作和成果传播提供了平台。
In recent years in arts, technology and science there appears an increasing push to use technology and design in a more personal and autonomous context, integrated with the physical world. Creative platforms are developed that open up personal digital/physical technology to larger groups of novice tinkerers, allowing people to take control of technology and prototype solutions to personal problems and aims. Likewise, education benefits by providing students with tools and platforms to learn by doing and making. However, these advances lead to new challenges for scientific research and education, such as how to align the open-endedness of tinkering with more fixed education and research agendas. This is the first scientific workshop to identify and discuss such issues, and provide a platform for future collaboration and dissemination of results.