ABSTRACT

Out-of-school making and engineering programmes that are frequently positioned as playful have increased dramatically in recent years – but how appropriate is the framing of play for engagement in these informal STEM (science, technology, engineering and mathematics) spaces? Drawing on data from two research sites located in the UK, including observations of making and engineering activities with children aged 5–13 years, and interviews with nine key informants, we identify that play has three key affordances namely: (1) play can provide structure, (2) play is considered to be synonymous with open-ended science inquiry, and, (3) play can enable gender inclusive STEM spaces through promoting free-choice. We also note that overly simplistic framings of play may limit recognition by both adults and children of the educational value of these spaces and deny a fuller understanding of the opportunities that such spaces afford in providing children with moreopportunities to engage with STEM, particularly engineering. We suggest that play has an important pedagogical role in informal STEM activities, including making, when it is grounded in free-choice exploration and imagination. We argue for continued discussion and reflection upon both the value of play as a pedagogical vehicle and its affordances for enhancing youth engagement in STEM spaces.

摘要

近年来，经常被认为是好玩的校外制作和工程计划急剧增加了，但是对于参与这些非正式STEM（科学，技术，工程和数学）空间的游戏框架有多合适？根据英国两个研究站点的数据，包括对5-13岁儿童的制作和工程活动的观察，以及对9位主要信息提供者的访谈，我们确定游戏具有以下三个主要功能：（1）游戏可以提供结构，（2）游戏被认为是开放式科学探究的代名词，（3）游戏可以通过促进自由选择来实现包容性别的STEM空间。我们还注意到，过于简单的游戏框架可能会限制成人和儿童对这些场所的教育价值的认识，并且否认对此类场所为儿童提供更多机会参与STEM（尤其是工程学）的机会的更全面的了解。我们建议，基于自由选择的探索和想象力，游戏在非正式STEM活动（包括制作）中具有重要的教学作用。我们主张继续讨论和反思游戏作为教学工具的价值及其对增强青年在STEM空间的参与度的承受能力。我们建议，基于自由选择的探索和想象力，游戏在非正式STEM活动（包括制作）中具有重要的教学作用。我们主张继续讨论和反思游戏作为教学工具的价值及其对增强青年在STEM空间的参与度的承受能力。我们建议，基于自由选择的探索和想象力，游戏在非正式STEM活动（包括制作）中具有重要的教学作用。我们主张继续讨论和反思游戏作为教学工具的价值及其对增强青年在STEM空间的参与度的承受能力。