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

Research output: Chapter in Book/Report/Conference proceedingConference contribution

2 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 languageEnglish (US)
Title of host publicationProceedings of FABLEARN 2017
Subtitle of host publication7th Annual Conference on Creativity and Making in Education, 2017
PublisherAssociation for Computing Machinery
ISBN (Electronic)9781450363495
DOIs
StatePublished - Oct 21 2017
Event7th Annual Conference on Creativity and Making in Education, FabLearn 2017 - Stanford, United States
Duration: Oct 21 2017Oct 22 2017

Publication series

NameACM International Conference Proceeding Series
VolumePart F132090

Other

Other7th Annual Conference on Creativity and Making in Education, FabLearn 2017
CountryUnited States
CityStanford
Period10/21/1710/22/17

All Science Journal Classification (ASJC) codes

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

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    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