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Situating Reflective Practice in Experiential Learning: A Case Study of Educators' Professional Learning through Tinkering at Home

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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 0000-0003-2476-3582), Lee Martin (ORCID 0000-0003-3178-8999)
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
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  Data: Situating Reflective Practice in Experiential Learning: A Case Study of Educators' Professional Learning through Tinkering at Home
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  Data: <searchLink fieldCode="AR" term="%22Ciara+Thomas+Murphy%22">Ciara Thomas Murphy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2476-3582">0000-0003-2476-3582</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lee+Martin%22">Lee Martin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3178-8999">0000-0003-3178-8999</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Museum+Education%22"><i>Journal of Museum Education</i></searchLink>. 2024 49(3):367-376.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+Teaching%22">Reflective Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Environment%22">Family Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Learning%29%22">Constructivism (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Creative+Activities%22">Creative Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Museums%22">Museums</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink>
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  Data: 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.
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        Value: 10.1080/10598650.2023.2275227
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      – Text: English
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      – SubjectFull: Family Environment
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Decision Making
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      – SubjectFull: Interpersonal Relationship
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      – SubjectFull: Museums
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      – TitleFull: Situating Reflective Practice in Experiential Learning: A Case Study of Educators' Professional Learning through Tinkering at Home
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