Re-Making our Worlds: Transforming STEM Learning Spaces
The continued growth of making in schools and informal education settings presents both exciting opportunities and important cautions. On the one hand, making offers expansive, exploratory, and justice-oriented approaches to STEM-rich learning. Conversations of how making can be a more central part of learning experiences offer promise for the future of STEM education. On the other hand, particular visions of MAKE-ing can limit what is seen and valued, and it is important to be intentional about how making is integrated in educational spaces. Our work focuses on how making can be oriented toward equity, justice, and expanding opportunities for young people, empowering them to make the kind of worlds they imagine. This talk will showcase approaches to developing making spaces and making practices that work to expand and deepen how we think about learning through making. Drawing on work in a school-based makerspace partnership, a professional learning program focused on computational making in STEM classrooms, and newer work exploring Hip Hop making, I will present lessons learned and recommendations for cultivating spaces where youth and educators Re-Make their worlds, transforming STEM learning in ways that are just, meaningful, and envisioning of new futures.
Brian Gravel, Ph.D., is an Assistant Professor of STEM Education at Tufts University. Brian studies how people of all ages use representations to work and learn in STEM. As a former engineer and teacher, he has always loved building things and exploring how materials behave and interact. His scholarship focuses on describing meaningful learning involving multiple representations, materials, and processes in making spaces and with expressive and computational technologies. Through strong community partnerships, Brian grounds his design research in educational contexts where, together, communities build toward equitable and just STEM learning and participation. Most recently, he has partnered with educators, youth, and researchers to explore how relationships to learning, materials, and each other are shifted through culturally sustaining approaches to computational making.
Keynote Panel discussion: Opportunities for science literacies for children
Michail Giannakos, Norwegian University of Science and Technology (NTNU), Norway
Vanessa Camillieri, University of Malta (UM)
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Elias Stouraitis, PALLADIO, Greece
“Engaging students in AI literacy skills through game-based learning”
Pavlos Koulouris, Ellinogermaniki Agogi, Greece
“Learning (not only) science at school through co-creating solutions to real-life problems together with the community”
This keynote panel session is sponsored by: