Stem workshop withbackdrop tinkering

MADRASAH IRSYAD ZUHRI AL-ISLAMIAH

Redesigning Pedagogy International Conference Education for Future:

Creativity, Innovation, Values

(RPIC2017)

DAY 2: Thursday, 1 June 2017

1615 – 1715 hrs

Workshop: Tinkering Science in STEM Education

Noor Isham SANIF

NIE2-01-TR211. WOR017

INTRODUCTION



FORMATION OF JOINT MADRASAH SYSTEM 2007

Specialising in

primary

education

Offers Secondary-

level

Ukhrawi track

Offers Secondary-

level

Academic stream

Consolidation of Madrasah sector to achieve:

greater efficiency in use of funds and resources

higher synergy between madrasahs

better educational pathways for students

opportunity to improve the curriculum & qualifications

PSLE & Islamic Studies Placement Examinations

Y1-Y2

Y5-Y6

Y3-Y4

Primary Level Madrasah

Internal Assessment

Azhar 2.0

Al-Azhar & Other Islamic Universities Local & Overseas Universities

JC/Poly/ITE

Academic

(Normal

Academic)

GCE N(A) Level

+ IB Curriculum @ Y5 & Y6

Pathways

Academic

(Express)

GCE ‘O’ Level

Azhar 2.0

GCE ‘O’ Levels

Aliah (Pre-U) exams

Azhar

2.0+

IB & Aliah

Exams



Research about

TINKERING IN STEM

EDUCATIONEngagement active participation, which might

include silent or still observation and reflection

Intentionality purposeful and evolving pursuit of an

idea or plan Innovation new Tinkering strategies

that emerge through growing understanding of

tools, materials, and phenomena Solidarity Sharing,

supporting, and pursuing shared purposes with

other learners or with artefacts they have left

behind.

Petrich & Wilkinson, 2013


TINKERING STUDIO OR EXPLORATORIUM


An Overview of Learning through

Making and Tinkering• Making is about the active role construction plays in

learning. The maker has a product in mind when working

with tools and materials.

• Tinkering is a mindset – a playful way to approach and

solve problems through direct experience,

experimentation, and discovery.

• Engineering extracts principles from direct experience. It

builds a bridge between intuition and the formal aspects

of science by being able to better explain, measure, and

predict the world around us.


Creativity and

divergent

thinking

Ingenuity,

inventiveness

and

innovativenessCommunication

and collaboration

Problem solving,

critical thinking

and strategic

thinking

Courage,

resilience

and taking

informed risks

TINKERING AS A TOOL FOR DEVELOPING 21ST CENTURY SKILLS


California Tinkering Afterschool

AS AN AFTER SCHOOL OR CCA ACTIVITY

Global Tinkering Network


LEARNING DIMENSIONS FRAMEWORK DEVELOPED BY THE TINKERING STUDIODESCRIPTORS

EN

GA

GE

ME

NT Spending time in Tinkering activities

Displaying motivation or investment through affect or behaviour

INIT

ITIV

E &

INT

EN

TIO

NA

LIT

Y Setting one’s own goals

Seeking and responding to feedback

Persisting to achieve goals in the problem space*

Taking intellectual risks or showing intellectual courage

SO

CIA

L

SC

AF

FO

LD

ING

Requesting or offering help in solving problems

Inspiring new ideas or approaches

Physically connecting to others’ works

DE

VE

LO

PM

EN

T O

F

UN

DE

RS

TA

ND

ING

Expressing a realization through affect or utterances

Offering explanation(s) for a strategy, tool or outcome

Applying knowledge

Striving to understand


TOOLBOX & TOOL SET


FACILITATION CARD: TINKERING GUIDE

“Making” Projects can Promote

Deep Learning

• The field of informal science

education has embraced “making”

and design activities as a powerful

approach to engaging learners.



Having Fun and Learning

through Tinkering It’s fooling around directly with phenomena with

tools and materials. It’s thinking with your hands

and learning through doing. It’s slowing down and

getting curious about the mechanics and mysteries

of everyday stuff around you. It’s whimsical,

enjoyable, fraught with dead ends, frustrating, and,

ultimately, about inquiry.

Wilkinson & Petrich, 2014


TINKERING ACTIVITIES

CUTTING EDGE WEARABLES

EXAMPLE 1


TINKERING ACTIVITIES

CRAFT BOT

EXAMPLE 2


HANDS-ON ACTIVITY


Reference• Anzivino, L., & Wilkinson, K. (2012). Tinkering by design TBd:

Thoughtful design leads to breakthroughs in thinking. Hand to

Hand, the publication of the Association of Children’s

Museums.

• Partnership for 21st Century Learning. (2015). Partnership for

21st Century Learning Framework Definitions document.

• Petrich, M., & Wilkinson, K. (2013). It looks like fun but are they

learning? In M. Honey & D. E. Kanter (Eds.), Design, Make, Play:

Growing the Next Generation of STEM Innovators (pp. 50–70).

New York, NY: Routledge.

• Wilkinson, K., & Petrich, M. (2014). The Art of Tinkering: Meet

150 Makers Working at the Intersection of Art, Science &

Technology. San Francisco, CA: Weldon Owen.


Thank You


International Conference on Education, Psychology, and

Organizational Behavior (ICEPO 2017)

Osaka, Japan

8 August – 10 August 2017


Workshop: Tinkering Science in STEM Education

Noor Isham Sanif (Singapore)