![]() Can you talk more about what your research reveals about the pedagogy surrounding the use of STEAM tools and materials? Kylie Pepper: Tools and materials aren’t going to solve all the problems. You still have to use good pedagogy. To put the learning in your favor, you have to understand the problems the students are trying to solve, such as simple circuits. You also have to understand the audience, such as girls, boys, and the equity issue that is in play. For kids that haven’t had experiences in tying their shoes, you need to start with paper circuits or squishy circuits instead of e-textiles. Paper circuits and squishy circuits can be done without tying a knot. Then, you get the students to practice, practice, practice with the tools and materials. That is what we do as educators. Good tools and materials, though, don’t replace good educators. A good educator understands the tools and materials that are important to use for their particular students. For example, in the past, the usual way of teaching circuits with a battery, wires, and lightbulb was hard for kids to understand. These tools have been used for many years and research shows that the kids just aren’t learning this. Engineering and physics students are still failing these items in college. When we rethink the tools, we see changes in the students’ learning. For example, two girls had one of my e-textile workshops. Several years later I learned that they remembered what they had learned about circuits and were still able to apply what they learned. The dividends are big once you get over the initial hurdle. In teaching engineering, if you have the right tools and materials, you can get kids to understand concepts that people have thought needed to wait until higher ed. For example, we did squishy circuits with Early Childhood youth, using concepts that kids often don’t understand until college, if at all. But the Early Childhood kids understood because we were using modalities and pedagogy that addressed their learning styles. With squishy circuits teachers and kids and be successful early on. ![]() The work of Jie Chi, CEO of Chibitronics, is a good example of the effectiveness of tools and materials. Chibitronics focuses on creativity and expression with the technology of paper circuits. This article, Paper Circuits vs. Breadboards: Materializing Learners’ Powerful Ideas Around Circuitry and Layout Design discusses how paper circuits are more effective than breadboards in teaching circuits and layout design principles for printed circuit boards. It points out the importance of choosing appropriate tools and materials to increase understanding and learning in these experiences. In Out-of-School-Time workshops with kids, we have put out tools and materials on the tables for kids to choose from, an example of free choice learning. We brought in plastic figurines of the popular animated character Dora the Explorer. Kids were creating something Dora could fly or move in such as a helicopter or boat. We increased playful interaction by making the workspace a playscape. We got 90% of the class to participate instead of just the usual 5, and kids stayed much longer – for two to three hours. The difference is we are inviting them to play instead of forcing them to learn and we are offering them choices for how they learn. This pedagogy could be instructive for K-12 teachers to help their students engage in and learn STEM. Can e-textiles engage boys also? What strategies do you use for boys? Kylie Pepper: Boys like e-textiles. We design spaces for boys and e-textiles with tools that are more masculine. The tools include such things as rhinestone studs that look good with leather and a range of other materials that are appealing to boys. It is important to use the “material language” that speaks to your audience, whether it is boys, girls, or a variety of cultures. ![]() What do you do to keep students from shutting down when it gets too hard? Kylie Pepper: We create successful moments early on. To keep kids from shutting down during these experiences, we help them be successful from the outset. For example, kids love to get an LED to turn on, so we give them an LED and a coin cell battery and show them how to turn on the LED. We then add a switch and a battery holder. Within 15 minutes, they are building confidence and having lots of success. Though we work with kids individually, we often get them to work collaboratively to share ideas. This creates a collaborative culture because kids are more likely to ask peers for help. This gives them a sense of safety. Below are links to articles about the important work that Dr. Peppler is conducting. Squishing Circuits: Circuitry Learning with Electronics and Playdough in Early Childhood Design Workshop. Preschoolers Making, Playing, and Learning with Squishy Circuits Paper Circuits vs. Breadboards: Materializing Learners’ Powerful Ideas Around Circuitry and Layout Design Tools and materials as non-neutral actors in STEAM education Stitching Circuits: Learning About Circuitry Through E-textile Materials
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