Situating Reflective Practice in Experiential Learning: A Case Study of Educators' Professional Learning through Tinkering at Home
Saved in:
| Title: | Situating Reflective Practice in Experiential Learning: A Case Study of Educators' Professional Learning through Tinkering at Home |
|---|---|
| Language: | English |
| Authors: | Ciara Thomas Murphy (ORCID |
| Source: | Journal of Museum Education. 2024 49(3):367-376. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Experiential Learning, Reflective Teaching, Family Environment, Constructivism (Learning), Play, Creative Activities, Faculty Development, Teacher Attitudes, Decision Making, Interpersonal Relationship, Museums, Learning Activities, Scientific Concepts |
| DOI: | 10.1080/10598650.2023.2275227 |
| ISSN: | 1059-8650 |
| Abstract: | From a social constructivist perspective, learning happens by way of engagement with other people and with objects in the environment, often through a process of play and exploration. The notion of tinkering illustrates this mode of creative play, which is relevant not only to youth learning but also to educators' professional learning. In this study, we describe the experiences of a group of educators who participated in a professional learning program in the summer of 2020 that involved a series of activities for "tinkering at home." Interviews focused on participants' sense-making processes, the resources they sought out, and the facilitation choices they made if they included others in their tinkering. Thematic analysis revealed four characteristic features of the affective and relational flow of learning through tinkering: (1) generative openings, (2) multiple pathways for exploration, (3) impasse, and (4) resolution through social interaction. We discuss the implications of these themes for reflective pedagogical practice that is grounded in educators' own experiential learning. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1441673 |
| Database: | ERIC |
| Abstract: | From a social constructivist perspective, learning happens by way of engagement with other people and with objects in the environment, often through a process of play and exploration. The notion of tinkering illustrates this mode of creative play, which is relevant not only to youth learning but also to educators' professional learning. In this study, we describe the experiences of a group of educators who participated in a professional learning program in the summer of 2020 that involved a series of activities for "tinkering at home." Interviews focused on participants' sense-making processes, the resources they sought out, and the facilitation choices they made if they included others in their tinkering. Thematic analysis revealed four characteristic features of the affective and relational flow of learning through tinkering: (1) generative openings, (2) multiple pathways for exploration, (3) impasse, and (4) resolution through social interaction. We discuss the implications of these themes for reflective pedagogical practice that is grounded in educators' own experiential learning. |
|---|---|
| ISSN: | 1059-8650 |
| DOI: | 10.1080/10598650.2023.2275227 |
