Towards a stronger conceptualization of the maker mindset: A case study of an afterschool program with squishy circuits

Soo Hyeon Kim; Heather Toomey Zimmerman

doi:10.1145/3141798.3141815

Towards a stronger conceptualization of the maker mindset: A case study of an afterschool program with squishy circuits

Soo Hyeon Kim, Heather Toomey Zimmerman

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

4 Scopus citations

Abstract

This study investigates the theoretical conception of the maker mindset in a making and tinkering afterschool program using Squishy Circuits. With a qualitative case study methodology, we analyzed the discourse and interaction of one learner guided by two analytical frameworks. Our finding shows the importance of providing making activities with various learning orientations (design, technology, collaboration, play) that challenge learners beyond their preferred engagement style to foster the development of all aspects of the maker mindset. Our finding highlights the need for a more nuanced analytical framework for characterizing how the three dimensions of a maker mindset interlock and diverge through making activities.

Original language	English (US)
Title of host publication	Proceedings of FABLEARN 2017
Subtitle of host publication	7th Annual Conference on Creativity and Making in Education, 2017
Publisher	Association for Computing Machinery
ISBN (Electronic)	9781450363495
DOIs	https://doi.org/10.1145/3141798.3141815
State	Published - Oct 21 2017
Event	7th Annual Conference on Creativity and Making in Education, FabLearn 2017 - Stanford, United States Duration: Oct 21 2017 → Oct 22 2017

Publication series

Name	ACM International Conference Proceeding Series
Volume	Part F132090

Other

Other	7th Annual Conference on Creativity and Making in Education, FabLearn 2017
Country/Territory	United States
City	Stanford
Period	10/21/17 → 10/22/17

All Science Journal Classification (ASJC) codes

Software
Human-Computer Interaction
Computer Vision and Pattern Recognition
Computer Networks and Communications

Access to Document

10.1145/3141798.3141815

Cite this

Kim, S. H., & Zimmerman, H. T. (2017). Towards a stronger conceptualization of the maker mindset: A case study of an afterschool program with squishy circuits. In Proceedings of FABLEARN 2017: 7th Annual Conference on Creativity and Making in Education, 2017 [16] (ACM International Conference Proceeding Series; Vol. Part F132090). Association for Computing Machinery. https://doi.org/10.1145/3141798.3141815

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title = "Towards a stronger conceptualization of the maker mindset: A case study of an afterschool program with squishy circuits",

abstract = "This study investigates the theoretical conception of the maker mindset in a making and tinkering afterschool program using Squishy Circuits. With a qualitative case study methodology, we analyzed the discourse and interaction of one learner guided by two analytical frameworks. Our finding shows the importance of providing making activities with various learning orientations (design, technology, collaboration, play) that challenge learners beyond their preferred engagement style to foster the development of all aspects of the maker mindset. Our finding highlights the need for a more nuanced analytical framework for characterizing how the three dimensions of a maker mindset interlock and diverge through making activities.",

author = "Kim, {Soo Hyeon} and Zimmerman, {Heather Toomey}",

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year = "2017",

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Kim, SH & Zimmerman, HT 2017, Towards a stronger conceptualization of the maker mindset: A case study of an afterschool program with squishy circuits. in Proceedings of FABLEARN 2017: 7th Annual Conference on Creativity and Making in Education, 2017., 16, ACM International Conference Proceeding Series, vol. Part F132090, Association for Computing Machinery, 7th Annual Conference on Creativity and Making in Education, FabLearn 2017, Stanford, United States, 10/21/17. https://doi.org/10.1145/3141798.3141815

Towards a stronger conceptualization of the maker mindset: A case study of an afterschool program with squishy circuits. / Kim, Soo Hyeon; Zimmerman, Heather Toomey.
Proceedings of FABLEARN 2017: 7th Annual Conference on Creativity and Making in Education, 2017. Association for Computing Machinery, 2017. 16 (ACM International Conference Proceeding Series; Vol. Part F132090).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

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AB - This study investigates the theoretical conception of the maker mindset in a making and tinkering afterschool program using Squishy Circuits. With a qualitative case study methodology, we analyzed the discourse and interaction of one learner guided by two analytical frameworks. Our finding shows the importance of providing making activities with various learning orientations (design, technology, collaboration, play) that challenge learners beyond their preferred engagement style to foster the development of all aspects of the maker mindset. Our finding highlights the need for a more nuanced analytical framework for characterizing how the three dimensions of a maker mindset interlock and diverge through making activities.

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Towards a stronger conceptualization of the maker mindset: A case study of an afterschool program with squishy circuits

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All Science Journal Classification (ASJC) codes

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