Designing for Tinkerability

By Mitchel Resnick, E. Rosenbaum. 2013

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Robotics to develop computational thinking in early Childhood Education (2019, background): “In addition, the development of programming and computational thinking skills through robots capitalizes on the playful characteristics of the resource and context, which represents a positive impact, according to Froebel’s approach to games (Resnick & Rosenbaum, 2013).”
A Sociocultural Theory of Creativity: Bridging the Social, the Material, and the Psychological (2020, background): “The usual process through which we can let materials temporarily guide the creative process is referred to as tinkering (Michalko, 2011; Resnick & Rosenbaum, 2013) or the exploratory and experimental processes we sometimes engage in when we work with materials without a clear goal in mind.”
Relational Equity as a Design Tool Within Making and Tinkering Activities (2016, methodology): “(p. 4103) These qualities of the Squishy Circuit allow both youth and undergraduates to “jump into the practice,” a central design principle of M & T (Resnick & Rosenbaum, 2013).”
The promise and the promises of Making in science education (2017, background): “Maker activities, particularly creative construction and tinkering activities, are designed to allow for multiple starting points as well as pathways (Petrich et al., 2013; Resnick & Rosenbaum, 2013).”