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- Creators: Chopin, Frédéric, 1810-1849
ContributorsChopin, Frédéric, 1810-1849 (Composer)
Description
As interest in making and STEM learning through making and tinkering continue to rise, understanding the nature, process, and benefits of learning STEM through making have become important topics for research. In addition to understanding the basics of learning through making and tinkering, we need to understand these activities, examine their potential benefits, and find out ways to facilitate such learning experiences for all learners with resources that are readily available. This dissertation is a study of children’s learning while tinkering inspired by the Educational Maker Movement. It is motivated by the projects that children playfully create with broken toys, art and craft resources, and other found objects, and the connections of such activities to learning. Adopting a sociocultural lens this dissertation examines eight to twelve-year-olds’ learning while tinkering in collaboration with friends and family, as well as on their own.
Using a case study methodology and studying interactions and transactions between children, materials, tools, and designs this study involves children learning while tinkering over a week-long workshop as well as over the summer in the Southwest. The three hallmarks of this study are, first, an emphasis on sociocultural nature of the development of tinkering projects; second, an emphasis on meaning making while tinkering with materials, tools, and design, and problem-solving; and third, an examination of the continuation of tinkering using newly acquired tools and skills beyond the duration of the workshop. In doing so, this dissertation contributes to the ongoing discussion of children’s playful tinkering, how and why it counts as learning, and STEM learning associated with tinkering. Implications for future learning and the ways in which tinkering connects to children’s everyday fabric of activities are considered.
Using a case study methodology and studying interactions and transactions between children, materials, tools, and designs this study involves children learning while tinkering over a week-long workshop as well as over the summer in the Southwest. The three hallmarks of this study are, first, an emphasis on sociocultural nature of the development of tinkering projects; second, an emphasis on meaning making while tinkering with materials, tools, and design, and problem-solving; and third, an examination of the continuation of tinkering using newly acquired tools and skills beyond the duration of the workshop. In doing so, this dissertation contributes to the ongoing discussion of children’s playful tinkering, how and why it counts as learning, and STEM learning associated with tinkering. Implications for future learning and the ways in which tinkering connects to children’s everyday fabric of activities are considered.
ContributorsParekh, Priyanka (Author) / Gee, Elisabeth R (Thesis advisor) / Zuiker, Steven (Committee member) / Jordan, Michelle (Committee member) / Arizona State University (Publisher)
Created2018
Description
This mixed methods study examined instructor introduction videos for use in online learning. This study intended to identify the influence of video production value on student perceptions of student-instructor intent, specifically in the areas of perceived student-instructor communication and student-instructor connection. This study also examined which production style most accurately aligns student perceptions with instructor intent as well as which video production style is preferred by students.
Using a set of production guidelines, an instructor produced two introduction videos; one of low production value, one of high production value. Student participants were surveyed on their perceptions of the instructor as featured in both videos. The instructor was interviewed using similar questions in order to identify instructor intent and compare instructor intent to student perceptions.
Analysis of data showed that there was no statistical difference between video production value in students’ perceived student-instructor connection or student-instructor communication when compared to the instructor’s intent in the same areas. Data analysis also showed that a high production value was more accurate in portraying instructor intent, however a low production value was preferred by students and portrayed the instructor more positively.
Using a set of production guidelines, an instructor produced two introduction videos; one of low production value, one of high production value. Student participants were surveyed on their perceptions of the instructor as featured in both videos. The instructor was interviewed using similar questions in order to identify instructor intent and compare instructor intent to student perceptions.
Analysis of data showed that there was no statistical difference between video production value in students’ perceived student-instructor connection or student-instructor communication when compared to the instructor’s intent in the same areas. Data analysis also showed that a high production value was more accurate in portraying instructor intent, however a low production value was preferred by students and portrayed the instructor more positively.
ContributorsLomonte, Cori (Author) / Puckett, Kathleen (Thesis advisor) / Crawford, Steven (Committee member) / Henriksen, Danah (Committee member) / Zuiker, Steven (Committee member) / Arizona State University (Publisher)
Created2019
ContributorsChopin, Frédéric, 1810-1849 (Composer)
Description
This mixed methods classroom research examined if accountability groups in the lower proficiency levels of a university intensive English program would improve students’ language acquisition. Students were assigned partners for the study period with whom they completed assignments inside and outside of class, as well as set goals for use of language in their own context. Based in the ecological perspective and socio- cultural theory, activities reinforced social bonds, scaffolded the learning objectives in a communicative way, modeled the transfer of knowledge to the world outside the classroom, and allowed students to create new affordances in which to practice and use the language. Analysis of qualitative data from interviews, text messages, exit slips, and field notes, as well as quantitative data from student academic records, pre and post tests of curricular objectives, and pre and post attitudinal surveys, showed that students were developing a stronger sense of autonomy in their language learning. They viewed their peers and themselves as knowledgeable others, helping one another to learn vocabulary and structures in each student’s zone of proximal development. Learner engagement in the treatment groups, as measured by classroom attendance, increased over a control group, as did overall grade averages in all courses. Students with no previous time in the program showed more improvement than those who had been in the program for at least one session prior. Students also showed increased fluency, as measured by the word count on a constructive task in the pre- and post-test of curricular objectives.
ContributorsLippincott, Dianna (Author) / Puckett, Kathleen (Thesis advisor) / Kleinsasser, Robert (Committee member) / Zuiker, Steven (Committee member) / Arizona State University (Publisher)
Created2017
ContributorsChopin, Frédéric, 1810-1849 (Composer)
ContributorsChopin, Frédéric, 1810-1849 (Composer)
ContributorsChopin, Frédéric, 1810-1849 (Composer)
ContributorsChopin, Frédéric, 1810-1849 (Composer)