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Tinkering is serious play

Article  in  Educational leadership: journal of the Department of Supervision and Curriculum Development, N.E.A · December 2014

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 TInkER ING
Is Serious
Play
The maker movement shows libraries, and after-school programs, research
shows that if the invitation to creativity is accom-
that creativity, playfulness panied by intentional structure and guidance,
maker activities can be channeled to support
and ingenuity can fuel deep student learning (Blikstein, 2013; Vos-
STEM learning. soughi, Escudé, Kong, & Hooper, 2013).
At the Tinkering Studio in the Exploratorium,
Bronwyn Bevan, Mike Petrich, a museum of science, art, and human perception
in San Francisco, we’ve been developing maker
and Karen Wilkinson activities for almost two decades. During this

G
time, we’ve observed how tinkering can support
as-powered Roman chariots, children’s development of productive science
singing greeting cards, play dough learning identities. By this we mean that young
circuit boards, and homemade people become interested in science, feel capable
voltage detectors are just a few of doing science, and want to do science (Krish-
of the science projects you might namurthi, Bevan, Rinehart, & Coulon, 2013).
see when you apply a maker approach to STEM Productive science learning identities are
education. crucial for students choosing to pursue science
The maker movement celebrates creativity, academically, professionally, and through
innovation, and entrepreneur­ship through the lifelong engagement. STEM-rich maker activities
design and construction of physical objects. are powerful places for this identity work because
Maker activities may come across as playful, even they can accommodate a wide variety of interests
slightly wacky, explosions of inventiveness. But and experiences, they blend intellectual and
in education contexts like schools, museums, socioemotional engagement, and they provide

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Bevan.indd 28 10/30/14 5:20 PM

 Through tinkering activities,
young people become
interested in science,
feel capable of doing science,
and want to do science.

opportunities for young people to develop, initial experimentation and then ask students
pursue, persist with, and accomplish original to record their predictions, data, and evidence-
ideas and solutions in which they can take pride based assessments of the relationship of design
and ­ownership. to flight. As students share their data, they are
likely to observe that more than one design
From Wind Tubes to Circuits element produces similar results. Can they
Wind tubes are an example of a maker activity further explore these similarities to elucidate key
that can serve as a motivating, engrossing intro- scientific principles from their firsthand experi-
duction to scientific understandings.1 The wind ences? With students now personally invested
tubes activity consists of two to three fans facing in the phenomena, the activity opens the door
upward, each set to a different speed (low, for further studies of motion and stability, forces
medium, or high). A clear acrylic tube is placed and interactions.
over each fan, with an 8-inch gap at the bottom Making might look like fun and play, but
so that objects can be inserted into the tube and as Edith Ackermann from MIT says, play is
lifted up by the breeze. Children work with an a child’s most serious work (Duffalo, 2010).
array of low-cost materials—berry baskets, card- Indeed, both Lev Vygotsky and Jean Piaget have
board toilet paper rolls, pipe cleaners, straws, argued that play is a central developmental
masking tape, pieces of cardboard, feathers, process for learning.
tissue paper, string, Wiffle balls, and so on—to
construct objects that will float or fly.
The first object children make typically shoots
up and out of the wind tube too quickly, or
perhaps sinks down and doesn’t fly, or bobbles
erratically in the tube. They return to the work-
table to refine the design, perhaps to add more
stability, to streamline, to add weight or remove
weight. They test and retest their designs.
Through this process, learners engage in
making predictions, designing, testing, revising,
and retesting. They grapple with the scientific
phenomena of symmetry, balance, weight, and
turbulence. When teachers use wind tubes in
the classroom, they might provide a period of

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 An example of channeling and engineering (National Research
playful­ness into curricular learning Council, 2012)—developing ques-
comes from the Lighthouse Com- tions, defining problems, testing solu-
munity Charter School in Oakland, tions, responding to feedback, and
California, where high school stu- generating explanations or solutions.
dents have access to a making space,
located inside their science classroom, A Growing Movement
to build and test their developing sci- Making as an instructional practice
entific ideas and understandings. As a has deep roots. John Dewey, Jean
part of the 9th grade physics class, led Piaget, John Friedrich Froebel, and
by Ed Crandall, students are asked to Maria Montessori all promoted
develop investigations that may often making as central to the process of
require designing and engineering learning. Seymour Papert (1993)
various apparatus that they can use to argued that the process of physically
test their hypotheses or assumptions. constructing an object is an effective
One student, a swimmer, explored way for students to both develop
whether it was possible to build a gill and demonstrate understanding. The
that swimmers could use to extract current maker movement extends and
oxygen from water. Another student, updates this history by integrating
a passionate graffiti artist, designed digital tools and technologies (such
and experimented with different spray as small, low-cost microprocessors or
paint can nozzles. 3-D design software) into activities
A third group of students wondered that support young people’s design
why raindrops, falling from such and construction goals.
dizzying heights, don’t kill people Across the United States, schools,
when they fall on their heads. They science museums, children’s museums,
decided to build an apparatus that and libraries are designing and
would enable them to simulate and building maker programs. School dis-
measure rainfall. Their goal was to use tricts in Abemarle County, Virginia;
a counteracting flow of air to suspend Scarsdale, New York; Lakewood City,
a drop of water; when the water drop Ohio; and Monticello, New Jersey,
stopped falling, they could measure have created dedicated makerspaces.
the air velocity to determine the rate Brightworks, a school in San Fran-
at which the “rain” was falling. The cisco, has organized its entire cur-
process of developing the questions; riculum around making and invention.
identifying the parameters and vari- Poughkeepsie Day School in New
ables; and designing, constructing, York’s Hudson Valley has two different
and fine-tuning a wind tunnel to dedicated makerspaces for its preK–12
accomplish their goal ultimately student body, including a media-rich
deepened the students’ commitment makerspace attached to the library and
to the process of understanding how a blended physical-digital makerspace
friction, gravity, and velocity interact that can accommodate paint, sawdust,
to save us from the force of falling glue, and other more messy processes
raindrops. and materials.
As these examples show, maker Although the research on making
activities not only help students as an educational practice is rela-
develop deep, firsthand learning about tively new, it has begun to document
Children learn about circuits as they build
scientific concepts, but also engage electronic sculptures that light up, move, the ways in which maker activities
them in the practices of science and make sounds. support the development of students’

30 Educational Leadership / December 2014 / January 2015

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 productive science learning iden­ move into mass production. This complex and students encounter new
tities, collaboration, and innovation phenomenon threatened to shift the tools and tasks, they may need to return
(Blikstein, 2013; Kafai, Peppler, & classroom from a locus of invention to to more fabrication-oriented projects to
Chapman, 2009). Some scholars argue a facility for fabrication. become fluent with new techniques. An
that making—if it’s implemented with To counter such “temptations of initial grounding in recipe-based activ­
an equity lens that pays attention to trivialization” (Blikstein, 2013, p. 8), it ities can serve as the gateway to creative
the intellectual, emotional, and cul­ may be important to keep in mind that experimentation later.
tural resources children bring to the a powerful aspect of maker activities For example in a tinkering class on
activity—has an especially powerful is what some call “tinkering” (Resnick circuitry, students begin exploring
potential for engaging young people & Rosenbaum, 2013; Wilkinson & the basic concepts of circuits by con­
who have been historically under­ Petrich, 2014). Tinkering, we believe, necting batteries, bulbs, motors, and
represented in STEM fields (Vossoughi, differs from mere fabrication because buzzers using wires and clips. These
Escudé, Kong, & Hooper, 2013). it centers on creative, improvisational “circuit blocks” become the founda­
At the Exploratorium, we’ve problem-solving. In tinkering, the tions for finding out what works and
developed a framework (see “What what doesn’t. Adding switches and
Learning in Tinkering Looks Like,” other inputs or outputs both allows
p. 32) to evaluate the effectiveness of Schools can students to develop a general under­
our maker activities; this framework standing about how to wire a circuit
can apply to the classroom as well partner with local and helps them understand that there
(Bevan, Gutwill, Petrich, & Wilkinson, are relationships between the types of
in press). Its dimensions of learning, museums, libraries, circuits they build and the brightness
which include student engagement, of bulbs, speed of motors, or volume
initiative and intentionality, social and community of buzzer tones.
scaffolding, and developing under­
standing, are features of student
makerspaces to develop With these foundational experiences
behind them, students are ready to
activity and behaviors that we can look maker programs. move on to a series of circuit-related
for, observe, and support to sustain activities that each draw on the initial
student engagement in the scientific experience, but add new complexities
practices inherent in the tinkering pro­ purpose of the project may shift as the and often aesthetic opportunities
cesses (Petrich, Wilkinson, & Bevan, learner gains new insights and impro­ for play, exploration, and personal
2013). vises new solutions. Because the end expression.2 For example, students
point is unknown and emergent, tin­ may build “scribbling machines”—
From Fabrication to Invention kering closely parallels the exploratory small objects that use markers as
Some researchers caution that there’s and creative practices of science and legs to move, leaving colorful trails
a risk of presenting maker lessons as ­engineering. that map their movements. Students
step-by-step, recipe-like fabrication Classrooms may need to alternate pursue their own ideas for designing
activities (Resnick & Rosenbaum, between fabrication and tinkering; fab­ and customizing their machines,
2013). For example, Blikstein (2013) rication activities can be useful to famil­ relying on the basic circuitry skills
recounts how his students’ intro­ iarize learners with tools or properties they developed earlier to power the
duction to using laser cutters and of materials and help them develop offset motor that makes the scrib­
vector drawing software, which he skills that can later serve more complex bling machine move. Because their
envisioned as a starting point for and creative tinkering endeavors. basic understanding of circuits has
creative invention, was such a hit Fabrication can provide quick and been established, when students’ first
that students became obsessed with early moments of success that can designs don’t behave as they planned,
repeating the same laser cutting be important foundations for deeper they are able to explore other vari­
activity each week. They had learned learning. It’s important to move beyond ables, such as the construction of the
how to produce professional-looking this phase, but the road from fabri­ body, the length of the legs, or the
acrylic key chains, and they were cation to invention is not a one-way type of offset weight attached to the
content to stop at that point and street: As activities become more motors.

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 How to Bring Tinkering to School
Research and experience suggest a What Learning in Tinkering Looks Like
number of guidelines for bringing
maker activities to schools. In a liter- Learning Dimension Learning Indicator
ature review prepared for the National During tinkering activities, learners …
Research Council, we identified the
following elements that research sug- Engagement • spend time in activities
gests are important to developing • display motivation or investment in activities
tinkering as a context for learning
(Vossoughi & Bevan, 2014): Initiative and • set their own goals
Create environments for making. Intentionality • seek and respond to feedback
Dedicated makerspaces can promote a • persist to achieve goals
new level of commitment to making; • take intellectual risks or show intellectual courage
projects can be left out overnight, and
specialized tools can be sectioned off. Social Scaffolding • request or offer help to solve problems
But dedicated spaces aren’t always • inspire or are inspired by new ideas or approaches
possible: Many programs have instead • make physical connections to the work of others
transformed classrooms and other set-
tings to support the development of a Development of • express a realization through affect or utterance
maker community. Ways to transform Understanding • offer explanation(s) for a strategy, tool, or outcome
a classroom or lunchroom into a tem- • apply knowledge
porary makerspace can include placing • strive to understand
examples of prior maker work around
the room for inspiration, developing
a maker language that stresses such Maker activities Show that making is a common
ideas as iterations or drafts, designing practice. Draw explicit connections
and replicating experiments, and orga- may come across as between maker activities or tools and
nizing work spaces so that students students’ lives and interests. You can
can organically begin to collaborate playful, even slightly do this through class discussions about
if and when it makes sense (Sheridan students’ experiences with similar
et al., in press). wacky, explosions products, tools, or processes. Ask
Interleave fabrication and tinkering. questions like, What kinds of objects
Maker activities support student of inventiveness. in your house depend on electricity?
engagement in scientific and engi- What kinds of building activities have
neering practices through open-ended, you seen or done at home? Who do
creative making. When students are and don’t have one right answer.3 you know whose job involves building
introduced to new ideas or processes, Invite students to write about or or designing things? This process of
however, they may need simple and discuss the most challenging parts relating the new to the familiar posi-
easily achievable opportunities to of their process and how these chal- tions students as knowledgeable and
master key ideas, relationships, or lenges led to the students’ creations. experienced makers and opens the
tools (Blikstein, 2013). For example, The breakthroughs associated with the process to students who may not
in introducing the wind tubes activity, bigger challenges—for example, when already think of themselves as makers
you might have students start with just a student persists through repeated or scientists (Vossoughi et al., 2013)
one material, such as cardboard cut or frustrations to finally figure out the Don’t equate making with tools alone.
folded into different shapes, to observe right gear ratio to propel a small Although high-powered tools can be
how key dimensions like size, weight, motorized solar vehicle—are usually seductive, remember that making is a
or shape affect flight. the parts of the process that students creative, person-led process. Making
Provide multiple pathways. Select are most proud of (Petrich, Wilkinson, can include students lying on pillows
maker activities that are open-ended & Bevan, 2013). on the floor crocheting, or sitting at

32 Educational Leadership / December 2014 / January 2015

Bevan.indd 32 10/30/14 5:20 PM

 [
tables with cardboard and glue. A Kafai, Y. B., Peppler, K. A., & Chapman,
R. N. (2009). The computer clubhouse:
room filled with tools but missing
Constructionism and creativity in youth
makers and their work is like an empty communities. New York: Teachers
computer lab. Ensure that students College Press.
will have the guidance and inspiration Krishnamurthi, A., Bevan, B., Rinehart,
of an attentive maker by assigning a J., & Coulon, V. (2013, Fall). What

Tupungato/shutterstock
staff person to lead activities. Provide after-school STEM does best: How
stakeholders describe youth learning
opportunities for students to share outcomes. After-school Matters, 42–49.
their knowledge of tools or processes National Research Council. (2012). A
they are passionate about. framework for K–12 science education:
Practices, crosscutting concepts, and core
Making Future Scientists Can one think that because we ideas. Washington, DC: National Acad-
emies Press.
As we mentioned, tinkering activities are engineers, beauty does not Papert, S. (1993). Mindstorms: Children,
can help produce students who are computers, and powerful ideas. New York:
interested in science, feel capable of preoccupy us or that we do not try Basic Books.
doing science, and want to do science. to build beautiful, as well as solid Petrich, M., Wilkinson K., & Bevan, B.
Some young people will channel these (2013). It looks like fun, but are they
and long-lasting structures? learning? In M. Honey & D. Kanter
positive science learning identities (Eds.), Design, make, play: Growing
into future studies and professions. Aren’t the genuine functions of
the next generation of STEM innovators
Others will channel them into lifelong strength always in keeping with (pp. 50–70). New York: Routledge.
engagement with different aspects of Resnick, M., & Rosenbaum, E. (2013).
unwritten conditions of harmony? Designing for tinkerability. In M. Honey
nature (environmental stewardship,
& D. Kanter (Eds.), Design, make, play:
kitchen chemistry, and so on). Still —Gustave Eiffel
Quoted in Remaking the World:
Growing the next generation of STEM
others will stay tuned in to scien- innovators (pp. 163–181). New York:
Adventures in Engineering by Henry Petroski
tific developments in the news or in Routledge
their local communities, or perhaps Sheridan, K. M., Halverson, E. R., Litts, B.,
encourage their own children to Brahms, L., Jacobs-Priebe, L., & Owens,
pursue science careers. T. (in press). Learning in the making: A
default/files/Instructions/circuit_boards​ comparative case study of three maker-
Makerspaces, maker activities, and .pdf. spaces. Harvard Educational Review.
makers themselves already exist in 3
For a collection of open-ended Vossoughi, S., & Bevan, B. (2014).
many communities across the United maker activities, see http://tinkering​ White paper: Making and tinkering.
.­exploratorium.edu/projects. Washing­ton, DC: National Research
States. Schools can partner with local
museums, libraries, and community Council Committee on Out of School
References Time STEM.
makerspaces to develop maker pro- Bevan, B., Gutwill, J., Petrich, M., & Vossoughi, S., Escudé, M., Kong F., &
grams. You might want to test out a Wilkinson, K. (in press). Learning Hooper, P. (2013, October). Tinkering,
maker program in an after-school or through STEM-rich tinkering: Findings learning and equity in the after-school
family night context first. Once you from a jointly negotiated research setting. Paper presented at the annual
and your colleagues see the active, project taken up in practice. Science FabLearn conference. Palo Alto, CA:
Education. Stanford University.
joyful engagement that young people Wilkinson, K., & Petrich, M. (2014). The
Blikstein, P. (2013). Digital fabrication
express in such programs, we can and ‘making’ in education: The democ- art of tinkering. San Francisco: Weldon
almost guarantee that you will want to ratization of invention. In J. Walter- Owen.
seek out ways to integrate making and Herrmann & C. Büching (Eds.), FabLab:
tinkering into regular school practices Of machines, makers and inventors
(pp. 2–22). Bielefeld: Transcript Bronwyn Bevan (bbevan@exploratorium​
and classrooms. EL .edu) is the director of the Exploratorium
­Publishers.
1
For details on how to build wind tubes, Duffalo, K. (2010). Play: What’s to Institute for Research and Learning in
see http://tinkering.exploratorium.edu/ be learned from kids? Part 1 [blog San Francisco (www.exploratorium.edu).
sites/default/files/projectpdfs/Wind_Tubes​ post]. Retrieved from Walker Art Mike Petrich directs the maker initiative
.pdf. Center at http://blogs.walkerart.org/ at the Exploratorium. Karen Wilkinson
2
For a guide for circuit boards, see ecp/2010/02/05/play-whats-to-be- is director of the Exploratorium Learning
http://tinkering.exploratorium.edu/sites/ learned-from-kids-part-1 Studio.

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