Echoes of the unheard: learning through playce-making to foster meaning-making and creativity in STEM education
Faculty Advisor
Date
2024
Keywords
playce-making, STEM education, qualitative research, Western Canada
Abstract (summary)
In this study, we explored the emergence of personal meaning-making and creativity to go beyond productivity in STEM education. We investigated learners’ meaning-making in the context of an interest-driven participatory game-design project where immersive learning and playce-making (constructing playful experiences linked to a place) intersected in Career and Technology Foundations class. Taking a qualitative approach, we collected data from nine graders in a suburban junior-high school in Western Canada. Drawing from constructivist perspectives, we discuss how learners within a group demonstrated personal meaning-making and creativity when they were immersed in playce-making. Our findings suggest that the intersection of immersive learning and playce-making can support learners curate their own learning experiences by integrating personal meanings and lived experiences into their project.
Publication Information
DOI
Notes
Presented on April 12, 2024, at the 2024 American Educational Research Association (AERA) Annual Meeting in Philadelphia, Pennsylvania.
Item Type
Presentation
Language
Rights
All Rights Reserved