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| Autori principali: | , , , , , , |
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2016
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| Soggetti: | |
| Accesso online: | https://eric.ed.gov/?id=EJ1224048 |
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| _version_ | 1867181869915701248 |
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| author | Tzou, Carrie Meixi Suárez, Enrique Bell, Philip LaBonte, Don Starks, Elizabeth Bang, Megan |
| author_facet | Tzou, Carrie Meixi Suárez, Enrique Bell, Philip LaBonte, Don Starks, Elizabeth Bang, Megan Tzou, Carrie Meixi Suárez, Enrique Bell, Philip LaBonte, Don Starks, Elizabeth Bang, Megan |
| collection | Education Resources Information Center |
| contents | Storywork in STEM-Art: Making, Materiality and Robotics within Everyday Acts of Indigenous Presence and Resurgence Tzou, Carrie Meixi Suárez, Enrique Bell, Philip LaBonte, Don Starks, Elizabeth Bang, Megan Robotics STEM Education Computer Software Participatory Research Learning Theories Informal Education Workshops American Indians Indigenous Knowledge Librarians Science Teachers Scientists Organizations (Groups) Sociocultural Patterns Family Programs American Indian History Cooperation American Indian Culture Case Studies Program Descriptions Story Telling This article presents findings from TechTales, a participatory design research (PDR) project where learning scientists, public library staff members, informal science educators, and staff members from Native-American-serving organizations collaborated to design a family-based robotics workshop that was grounded in storytelling. We approach this by engaging Indigenous ways of knowing and being from a sociocultural learning theory perspective. Through analyzing families-in-interaction as they constructed dioramas with robotics that told their family stories, we explore how cultivating consequential learning environments in STEM is intimately intertwined with historicity, knowledge systems, and the agentic positioning of learners to design new technologies. We find that using storywork as the design focus of building dioramas created learning environments where computer programing and robotics became dynamic tools toward family-making, collaboration, and the active presencing of Indigenous knowledge systems and cultural practices. Living and interrelating with story and its knowledge systems through making were enactments of Indigenous resurgence in everyday ways. From a structure of social practices perspective, this opens up learning spaces for engagement in STEM-Art practices and in relation to other social practices of consequence, such as cultural flourishing and affiliation, collaboration and family-making, and societal repositioning. |
| format | Recurso educativo Open Access |
| id | eric_EJ1224048 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2016 |
| record_format | eric |
| spellingShingle | Storywork in STEM-Art: Making, Materiality and Robotics within Everyday Acts of Indigenous Presence and Resurgence Tzou, Carrie Meixi Suárez, Enrique Bell, Philip LaBonte, Don Starks, Elizabeth Bang, Megan Robotics STEM Education Computer Software Participatory Research Learning Theories Informal Education Workshops American Indians Indigenous Knowledge Librarians Science Teachers Scientists Organizations (Groups) Sociocultural Patterns Family Programs American Indian History Cooperation American Indian Culture Case Studies Program Descriptions Story Telling Storywork in STEM-Art: Making, Materiality and Robotics within Everyday Acts of Indigenous Presence and Resurgence Tzou, Carrie Meixi Suárez, Enrique Bell, Philip LaBonte, Don Starks, Elizabeth Bang, Megan Robotics STEM Education Computer Software Participatory Research Learning Theories Informal Education Workshops American Indians Indigenous Knowledge Librarians Science Teachers Scientists Organizations (Groups) Sociocultural Patterns Family Programs American Indian History Cooperation American Indian Culture Case Studies Program Descriptions Story Telling This article presents findings from TechTales, a participatory design research (PDR) project where learning scientists, public library staff members, informal science educators, and staff members from Native-American-serving organizations collaborated to design a family-based robotics workshop that was grounded in storytelling. We approach this by engaging Indigenous ways of knowing and being from a sociocultural learning theory perspective. Through analyzing families-in-interaction as they constructed dioramas with robotics that told their family stories, we explore how cultivating consequential learning environments in STEM is intimately intertwined with historicity, knowledge systems, and the agentic positioning of learners to design new technologies. We find that using storywork as the design focus of building dioramas created learning environments where computer programing and robotics became dynamic tools toward family-making, collaboration, and the active presencing of Indigenous knowledge systems and cultural practices. Living and interrelating with story and its knowledge systems through making were enactments of Indigenous resurgence in everyday ways. From a structure of social practices perspective, this opens up learning spaces for engagement in STEM-Art practices and in relation to other social practices of consequence, such as cultural flourishing and affiliation, collaboration and family-making, and societal repositioning. |
| title | Storywork in STEM-Art: Making, Materiality and Robotics within Everyday Acts of Indigenous Presence and Resurgence |
| topic | Robotics STEM Education Computer Software Participatory Research Learning Theories Informal Education Workshops American Indians Indigenous Knowledge Librarians Science Teachers Scientists Organizations (Groups) Sociocultural Patterns Family Programs American Indian History Cooperation American Indian Culture Case Studies Program Descriptions Story Telling |
| url | https://eric.ed.gov/?id=EJ1224048 |