This document summarizes a workshop on using tinkering in STEM education. The workshop was held at Madrasah Irsyad Zuhri Al-Islamiah on June 1, 2017 as part of the Redesigning Pedagogy International Conference. The workshop introduced tinkering as a hands-on, experimental approach to learning involving tools and materials. It discussed how tinkering can develop 21st century skills like creativity, problem solving, and collaboration. Various tinkering activities and a tinkering studio setup were presented.
ePortfolios as a vehicle to foster communities of practice in educationJosh Yavelberg
This is a discussion of an e-portfolio platform developed through the combination of several theories to engage learners in concepts of life-long learning.
Interdisciplinary methods for researching teaching and learningLina Markauskaite
This set of slides has been prepared for a workshop “Interdisciplinary methods for researching teaching and learning”. It summarises some ideas about intellectual work across conventional (disciplinary) boundaries in education. A number of them draw on the experiences writing Epistemic fluency book and working in the field of the leaning sciences more generally. The main message is the paradoxical tension between what educational research is as practice and how educational research is organised and institutionalised as a formal research field (aka. discipline).
Research-as-science, ….as disciplined inquiry
1. Finite cluster of social sciences: psychology, sociology, etc
2. Loose groupings: curriculum, professional development, etc
3. Discipline(s) on its own right: the learning sciences, other institutionalised practices
Research-as-project …as activity in the world
1. “Normal” science-as-project: compact vs. diffuse; explanatory vs. interpretative; conceptually driven vs. textually driven; explicit vs. implicit.
2. Researcher-participant collaboration
3. Multi-, Inter-, Trans-tribal research
A two-hour workshop presented at the STEM Preconference workshop at the National Afterschool Association's 2013 conference. Discusses high quality STEM programming using the five principles of the Learning in Afterschool and Summer project.
How do we support and guide music educators to engage in the future potential...EduSkills OECD
This presentation was given by Anne Fennell at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
ePortfolios as a vehicle to foster communities of practice in educationJosh Yavelberg
This is a discussion of an e-portfolio platform developed through the combination of several theories to engage learners in concepts of life-long learning.
Interdisciplinary methods for researching teaching and learningLina Markauskaite
This set of slides has been prepared for a workshop “Interdisciplinary methods for researching teaching and learning”. It summarises some ideas about intellectual work across conventional (disciplinary) boundaries in education. A number of them draw on the experiences writing Epistemic fluency book and working in the field of the leaning sciences more generally. The main message is the paradoxical tension between what educational research is as practice and how educational research is organised and institutionalised as a formal research field (aka. discipline).
Research-as-science, ….as disciplined inquiry
1. Finite cluster of social sciences: psychology, sociology, etc
2. Loose groupings: curriculum, professional development, etc
3. Discipline(s) on its own right: the learning sciences, other institutionalised practices
Research-as-project …as activity in the world
1. “Normal” science-as-project: compact vs. diffuse; explanatory vs. interpretative; conceptually driven vs. textually driven; explicit vs. implicit.
2. Researcher-participant collaboration
3. Multi-, Inter-, Trans-tribal research
A two-hour workshop presented at the STEM Preconference workshop at the National Afterschool Association's 2013 conference. Discusses high quality STEM programming using the five principles of the Learning in Afterschool and Summer project.
How do we support and guide music educators to engage in the future potential...EduSkills OECD
This presentation was given by Anne Fennell at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Overview of the Next Generation Science Standards and how they fit into NH College and Career Ready Standards as of May 2013. Presentation to Curriculum, Instruction, and Assessment group.
Epistemic fluency perspectives in teaching and learning practice: Learning to...Lina Markauskaite
Summary
Capacities to drive collective learning, address jointly complex practical challenges and create innovative solutions are seen essential for future graduates. How to prepare students to lead complex collaborative learning, change and innovation projects? How to assist them to develop knowledge and skills needed for resourceful teamwork with other people who have different expertises, experiences, and interests?
Systems, Change and Learning is a blended graduate course in the Maters of the Learning Sciences and Technology program that aims to develop students’ capacities to lead complex organisational learning and educational innovation projects. Rooted in systems theories, cybernetics and the learning sciences, this course: 1) introduces students to the theoretical approaches and methods for understanding complexity, facilitating individual learning and managing change, and 2) provides them with practical experiences to engage in systems inquiry and collaborative innovation design projects.
The course draws on the second-order pedagogy and grants students’ agency to design not only the innovation, but also their own learning and innovation process and environment. Students choose complex real life organisational learning or educational change challenges and, over the course of the semester, work in small innovation teams by analysing an encountered problematical situation, modelling possible scenarios and developing innovative solutions. As a result, each team creates a practical guide for Change and Innovation Managers who will be tasked with implementing the proposed innovation in an organisational setting.
The main emphasis is on fostering expansive learning and deliberative innovation culture trough cultivating systems thinking, design practice and responsive action. Through engaging in systemic inquiry, innovation design tasks and authentic teamwork, students develop a number of graduate attributes that are critical for joint learning and knowledge-informed, responsive action in modern workplaces, such as analytical and integrative thinking, effective teamwork, multidisciplinary and intercultural competencies.
Evaluations show that this course promotes deep student engagement and brings about transformative learning experiences. It is now offered as an elective in two other interdisciplinary masters programs.
Teaching and learning at universities has moved beyond traditional transfer of knowledge from the learned to the learning. In today’s rapidly evolving world, educators at higher education institutions are challenged with preparing students to succeed in jobs that don’t even exist today, in a world in which creativity and innovation are valued as much as knowledge.
What does it take to do this? What are the latest trends in teaching and learning at higher education institutions? Are they keeping up with the transformations taking place beyond campus boundaries? What are the strategies for broader adoption of effective teaching and learning practices across campus?
UCalgary's Vice-Provost of Teaching and Learning (Interim) Leslie Reid and Jay Cross, Director of the new College of Discovery, Creativity and Innovation in UCalgary's Taylor Institute for Teaching and Learning, provide their expert knowledge on these and other related questions.
Watch the webinar recording: http://explore.ucalgary.ca/preparing-students-unknown
The blurring of face-to-face learning and teaching and online learning is a significant shift for both learners and staff of universities. This disintegration of the distinction and the growing acceptance that learning occurs in different ‘places’ presents both exciting and challenging opportunities for higher education. In this presentation I will deconstruct the concept of blended learning in the higher education setting and seek to focus on the opportunities it provides to learners, teachers and institutions.
Blended learning involves the integration of both on-campus face-to-face learning and teaching and off-campus virtual learning environments utilising the ‘affordances’ of each environment to enhance the student experience. Blended learning and teaching can occur at four levels of granularity. These include: activity-level blending, subject/course-level blending, program/degree-level blending and institutional-level blending (Graham, 2006). A blended learning design may also be enabling, enhancing or transformative. A combination of physical/virtual, formal/informal would be considered in these spaces to optimise the student experience.
Teachers need to adopt a design perspective in the blended learning and teaching environment. Design thinking by its nature is strategic and future focussed. It is a thoughtful and considered pedagogical approach to ensure relevance for both learners and teachers. This presentation will discuss authentic learning experiences and pedagogical principles including: interactive learning (learner-to-content), networked learning (learner-to-learner, learner-to-teacher), learner-generated content (learners-as-designers), connected learner approaches (knowledge-is-in-the-network) and assessment-as-learning.
Level the Playing Field for Employability Skills in Communities Using Adventure-Based Learning
Inclusive Excellence (IE) is the recognition that a community or institution's success is dependent on how well it values, engages and includes the rich diversity of students, staff, faculty, administrators, and alumni constituents.
Junell McCall, CWDP, M.S., M.Ed.
Associate Director, Office of Career Services
Learning Experience Designer, Trans-Disciplinary Data Scholars Development Program
Bethune-Cookman University
Raphael Isokpehi, Ph.D
Director, Trans-Disciplinary Data Scholars Development Program
Bethune-Cookman University
Empowering student learning through sustained inquiryJune Wall
Implementing a BYOD program at your school is only the beginning of a journey that should change teaching and learning. A personal device will only make a difference if the implementation includes pedagogical and curriculum review that focusses on inquiry learning and enables individualisation. This session outlines an implementation that incorporates an approach to inquiry learning through a lens of the Australian Curriculum.
Unleashing Creativity Innovative Teaching Techniques in Italian Classrooms.pptxItalyGuestPostingSer
In the ever-evolving landscape of education, the role of creativity in nurturing well-rounded individuals is paramount. Innovative teaching techniques have emerged as a potent force in Italian classrooms, aiming to unleash the boundless potential of students' creativity.
Cognitive Approach to Creative Creativity in Studentsijtsrd
The article deals with current scientific, theoretical and practical issues of pedagogical and psychological aspects, factors of pedagogical development of creative abilities in students, pedagogical mechanisms of development of creative abilities in students through interactive educational technologies and methods, creatively oriented educational programs, prognostic and qualimetric methods of developing students creative potential ideas are stated. Fazliddin Abduraimov | Khamdamova Shokhista "Cognitive Approach to Creative Creativity in Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-2 , February 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49320.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49320/cognitive-approach-to-creative-creativity-in-students/fazliddin-abduraimov
Unleashing Creativity Innovative Teaching Techniques in Italian Classrooms.pdfItalyGuestPostingSer
In the ever-evolving landscape of education, the role of creativity in nurturing well-rounded individuals is paramount. Innovative teaching techniques have emerged as a potent force in Italian classrooms, aiming to unleash the boundless potential of students' creativity.
Personalised Learning Strategies for Higher educationMike KEPPELL
This presentation will explore how the places of learning might look in next generation learning spaces where learners traverse physical and virtual spaces using personalised learning strategies. It will examine how learning spaces may represent ubiquitous spaces in which the learner undertakes some form of study or learning.
Overview of the Next Generation Science Standards and how they fit into NH College and Career Ready Standards as of May 2013. Presentation to Curriculum, Instruction, and Assessment group.
Epistemic fluency perspectives in teaching and learning practice: Learning to...Lina Markauskaite
Summary
Capacities to drive collective learning, address jointly complex practical challenges and create innovative solutions are seen essential for future graduates. How to prepare students to lead complex collaborative learning, change and innovation projects? How to assist them to develop knowledge and skills needed for resourceful teamwork with other people who have different expertises, experiences, and interests?
Systems, Change and Learning is a blended graduate course in the Maters of the Learning Sciences and Technology program that aims to develop students’ capacities to lead complex organisational learning and educational innovation projects. Rooted in systems theories, cybernetics and the learning sciences, this course: 1) introduces students to the theoretical approaches and methods for understanding complexity, facilitating individual learning and managing change, and 2) provides them with practical experiences to engage in systems inquiry and collaborative innovation design projects.
The course draws on the second-order pedagogy and grants students’ agency to design not only the innovation, but also their own learning and innovation process and environment. Students choose complex real life organisational learning or educational change challenges and, over the course of the semester, work in small innovation teams by analysing an encountered problematical situation, modelling possible scenarios and developing innovative solutions. As a result, each team creates a practical guide for Change and Innovation Managers who will be tasked with implementing the proposed innovation in an organisational setting.
The main emphasis is on fostering expansive learning and deliberative innovation culture trough cultivating systems thinking, design practice and responsive action. Through engaging in systemic inquiry, innovation design tasks and authentic teamwork, students develop a number of graduate attributes that are critical for joint learning and knowledge-informed, responsive action in modern workplaces, such as analytical and integrative thinking, effective teamwork, multidisciplinary and intercultural competencies.
Evaluations show that this course promotes deep student engagement and brings about transformative learning experiences. It is now offered as an elective in two other interdisciplinary masters programs.
Teaching and learning at universities has moved beyond traditional transfer of knowledge from the learned to the learning. In today’s rapidly evolving world, educators at higher education institutions are challenged with preparing students to succeed in jobs that don’t even exist today, in a world in which creativity and innovation are valued as much as knowledge.
What does it take to do this? What are the latest trends in teaching and learning at higher education institutions? Are they keeping up with the transformations taking place beyond campus boundaries? What are the strategies for broader adoption of effective teaching and learning practices across campus?
UCalgary's Vice-Provost of Teaching and Learning (Interim) Leslie Reid and Jay Cross, Director of the new College of Discovery, Creativity and Innovation in UCalgary's Taylor Institute for Teaching and Learning, provide their expert knowledge on these and other related questions.
Watch the webinar recording: http://explore.ucalgary.ca/preparing-students-unknown
The blurring of face-to-face learning and teaching and online learning is a significant shift for both learners and staff of universities. This disintegration of the distinction and the growing acceptance that learning occurs in different ‘places’ presents both exciting and challenging opportunities for higher education. In this presentation I will deconstruct the concept of blended learning in the higher education setting and seek to focus on the opportunities it provides to learners, teachers and institutions.
Blended learning involves the integration of both on-campus face-to-face learning and teaching and off-campus virtual learning environments utilising the ‘affordances’ of each environment to enhance the student experience. Blended learning and teaching can occur at four levels of granularity. These include: activity-level blending, subject/course-level blending, program/degree-level blending and institutional-level blending (Graham, 2006). A blended learning design may also be enabling, enhancing or transformative. A combination of physical/virtual, formal/informal would be considered in these spaces to optimise the student experience.
Teachers need to adopt a design perspective in the blended learning and teaching environment. Design thinking by its nature is strategic and future focussed. It is a thoughtful and considered pedagogical approach to ensure relevance for both learners and teachers. This presentation will discuss authentic learning experiences and pedagogical principles including: interactive learning (learner-to-content), networked learning (learner-to-learner, learner-to-teacher), learner-generated content (learners-as-designers), connected learner approaches (knowledge-is-in-the-network) and assessment-as-learning.
Level the Playing Field for Employability Skills in Communities Using Adventure-Based Learning
Inclusive Excellence (IE) is the recognition that a community or institution's success is dependent on how well it values, engages and includes the rich diversity of students, staff, faculty, administrators, and alumni constituents.
Junell McCall, CWDP, M.S., M.Ed.
Associate Director, Office of Career Services
Learning Experience Designer, Trans-Disciplinary Data Scholars Development Program
Bethune-Cookman University
Raphael Isokpehi, Ph.D
Director, Trans-Disciplinary Data Scholars Development Program
Bethune-Cookman University
Empowering student learning through sustained inquiryJune Wall
Implementing a BYOD program at your school is only the beginning of a journey that should change teaching and learning. A personal device will only make a difference if the implementation includes pedagogical and curriculum review that focusses on inquiry learning and enables individualisation. This session outlines an implementation that incorporates an approach to inquiry learning through a lens of the Australian Curriculum.
Unleashing Creativity Innovative Teaching Techniques in Italian Classrooms.pptxItalyGuestPostingSer
In the ever-evolving landscape of education, the role of creativity in nurturing well-rounded individuals is paramount. Innovative teaching techniques have emerged as a potent force in Italian classrooms, aiming to unleash the boundless potential of students' creativity.
Cognitive Approach to Creative Creativity in Studentsijtsrd
The article deals with current scientific, theoretical and practical issues of pedagogical and psychological aspects, factors of pedagogical development of creative abilities in students, pedagogical mechanisms of development of creative abilities in students through interactive educational technologies and methods, creatively oriented educational programs, prognostic and qualimetric methods of developing students creative potential ideas are stated. Fazliddin Abduraimov | Khamdamova Shokhista "Cognitive Approach to Creative Creativity in Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-2 , February 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49320.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49320/cognitive-approach-to-creative-creativity-in-students/fazliddin-abduraimov
Unleashing Creativity Innovative Teaching Techniques in Italian Classrooms.pdfItalyGuestPostingSer
In the ever-evolving landscape of education, the role of creativity in nurturing well-rounded individuals is paramount. Innovative teaching techniques have emerged as a potent force in Italian classrooms, aiming to unleash the boundless potential of students' creativity.
Personalised Learning Strategies for Higher educationMike KEPPELL
This presentation will explore how the places of learning might look in next generation learning spaces where learners traverse physical and virtual spaces using personalised learning strategies. It will examine how learning spaces may represent ubiquitous spaces in which the learner undertakes some form of study or learning.
Fostering creativity in pre-service teachers in teacher educationBronwen Wade-Leeuwen
Arts education in the 21st century is transforming knowledge, skills and building capacities for new creative learning communities. View 'Out of the Darkness' to understand the current challenges in teacher education and suggested creative solutions for the future.
A panel of children's literacy and science education experts were on Capitol Hill to champion a new approach to STEM education that will make these critical disciplines more accessible to young people. Introducing The Curious Adventures of Sydney and Symon in: Water Wonders, a new STEM-meets-literacy resource for children ages 6-8, the National Writing Project, Reading Is Fundamental, and FableVision outlined the importance of their collaborative effort, and provided examples of how Water Wonders is currently being used in children's literacy programs nationwide.
Speakers: Alice Young, Head of Arts Award Programme, Arts Award; Sara Candy, Executive Director, Opening Minds and Louise Thomas, Senior researcher, RSA - Discover how Arts Award can help support your younger audiences and enable
your organisation to develop links with schools, colleges, youth services and arts
organisations. Hear also about the RSA’s Opening Minds and Area Based Curriculum
work with museums, heritage sites and schools on curriculum co-design – making
the most of the environment beyond the classroom in collaborative and practical ways.
Explain cross-curricular element as specified in the current Primary Standard-Based Curriculum (KSSR) and discuss an example of how the element can help produce high quality human capital for the betterment of society and nation.
Ossiannilsson oeb18 how to create innovative learning spacesEbba Ossiannilsson
My workshop at #OEB18 on Innovative Learning Spaces. some 40 delegates from all over the world participated in a very active and interactive workshop for 4 hrs. It was just so much energy and great conversations. Just loved it <3
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
3. MADRASAH IRSYAD ZUHRI AL-ISLAMIAH
FORMATION OF JOINT
MADRASAH SYSTEM 2007
Specialising in
primary
education
Offers Secondary-
level
Ukhrawi track
Offers Secondary-
level
Academic stream
Consolidation of Madrasah sector to achieve:
greater efficiency in use of funds and resources
higher synergy between madrasahs
better educational pathways for students
opportunity to improve the curriculum & qualifications
5. MADRASAH IRSYAD ZUHRI AL-ISLAMIAH
Research about
TINKERING IN STEM
EDUCATION
Engagement active participation, which might
include silent or still observation and reflection
Intentionality purposeful and evolving pursuit of an
idea or plan Innovation new Tinkering strategies
that emerge through growing understanding of
tools, materials, and phenomena Solidarity Sharing,
supporting, and pursuing shared purposes with
other learners or with artefacts they have left
behind.
Petrich & Wilkinson, 2013
7. MADRASAH IRSYAD ZUHRI AL-ISLAMIAH
An Overview of Learning through
Making and Tinkering
• Making is about the active role construction plays in
learning. The maker has a product in mind when working
with tools and materials.
• Tinkering is a mindset – a playful way to approach and
solve problems through direct experience,
experimentation, and discovery.
• Engineering extracts principles from direct experience. It
builds a bridge between intuition and the formal aspects
of science by being able to better explain, measure, and
predict the world around us.
8. MADRASAH IRSYAD ZUHRI AL-ISLAMIAH
Creativity and
divergent
thinking
Ingenuity,
inventiveness
and
innovativenessCommunication
and collaboration
Problem solving,
critical thinking
and strategic
thinking
Courage,
resilience
and taking
informed risks
TINKERING AS A TOOL FOR DEVELOPING 21ST CENTURY SKILLS
9. MADRASAH IRSYAD ZUHRI AL-ISLAMIAH
California Tinkering Afterschool
AS AN AFTER SCHOOL OR CCA ACTIVITY
Global Tinkering Network
10. MADRASAH IRSYAD ZUHRI AL-ISLAMIAH
LEARNING DIMENSIONS FRAMEWORK DEVELOPED BY THE TINKERING STUDIO
DESCRIPTORSENGAGEMENT
Spending time in Tinkering activities
Displaying motivation or investment through affect or behaviour
INITITIVE&
INTENTIONALITY
Setting one’s own goals
Seeking and responding to feedback
Persisting to achieve goals in the problem space*
Taking intellectual risks or showing intellectual courage
SOCIAL
SCAFFOLDING
Requesting or offering help in solving problems
Inspiring new ideas or approaches
Physically connecting to others’ works
DEVELOPMENTOF
UNDERSTANDING
Expressing a realization through affect or utterances
Offering explanation(s) for a strategy, tool or outcome
Applying knowledge
Striving to understand
13. “Making” Projects can Promote
Deep Learning
• The field of informal science
education has embraced “making”
and design activities as a powerful
approach to engaging learners.
MADRASAH IRSYAD ZUHRI AL-ISLAMIAH
14. MADRASAH IRSYAD ZUHRI AL-ISLAMIAH
Having Fun and Learning
through Tinkering
It’s fooling around directly with phenomena with
tools and materials. It’s thinking with your hands
and learning through doing. It’s slowing down and
getting curious about the mechanics and mysteries
of everyday stuff around you. It’s whimsical,
enjoyable, fraught with dead ends, frustrating, and,
ultimately, about inquiry.
Wilkinson & Petrich, 2014
18. MADRASAH IRSYAD ZUHRI AL-ISLAMIAH
Reference
• Anzivino, L., & Wilkinson, K. (2012). Tinkering by design TBd:
Thoughtful design leads to breakthroughs in thinking. Hand to
Hand, the publication of the Association of Children’s
Museums.
• Partnership for 21st Century Learning. (2015). Partnership for
21st Century Learning Framework Definitions document.
• Petrich, M., & Wilkinson, K. (2013). It looks like fun but are they
learning? In M. Honey & D. E. Kanter (Eds.), Design, Make, Play:
Growing the Next Generation of STEM Innovators (pp. 50–70).
New York, NY: Routledge.
• Wilkinson, K., & Petrich, M. (2014). The Art of Tinkering: Meet
150 Makers Working at the Intersection of Art, Science &
Technology. San Francisco, CA: Weldon Owen.
MADRASAH IRSYAD ZUHRI AL-ISLAMIAH
20. International Conference on Education, Psychology, and
Organizational Behavior (ICEPO 2017)
Osaka, Japan
8 August – 10 August 2017
MADRASAH IRSYAD ZUHRI AL-ISLAMIAH
Workshop: Tinkering Science in STEM Education
Noor Isham Sanif (Singapore)
