About this paper

Appears in:
Pages: 9855-9859
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.0864

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

“TINKERING” AS LEARNING REINFORCEMENT TOWARDS MULTIDISCIPLINARITY IN RESEARCH-ORIENTED EDUCATION

A. Dochshanov

Sapienza University of Rome / European Training and Research Association for a Cooperation Key to business – EU Track (ITALY)
The drastic technological development we facing today has led to the pervasiveness of low-cost platforms with inherent tremendous functionality from one side and ease of use from the other. As consequence, the ubiquitous availability of these instruments has contributed, as we see it, to the reformation of the term of "tinkering". A cursory glance at a list of videos on YouTube to the query: "tinkering" or "arduino-based projects", might even give an idea of a certain subculture formation. Moreover, the variety of the free applied engineering apps, which may turn a smartphone into an oscilloscope or a signal generator for example, are to consider as well due to their obvious potential utility in research-oriented education. Together they form an extremely flexible, universal and potentially fruitful environment to keep STEM curriculum updated and represent a huge source for pedagogical ideas renewal and adjusting according to the state-of-the-art in emerging technologies. Thus, we argue that an appropriate mode to think and act in a "tinker-way", to orient oneself within the flow of today's technical possibilities become a relevant issue for both parties: educators and students. Undoubtedly, the specificity of scientific and research-oriented education implies a compulsory basic curricula to follow. The last is absolutely crucial to the formation of a solid professional mindset in every major. But to render theoretical knowledge active, problem- and application oriented, more effective in the face of different multidisciplinary contexts, of course, is not an easy task. On that basis, we discuss the potentiality of tinkering as an auxiliary tool in such an endeavor. In particular, first, by re-determining tinkering in the context of STEM education, we think that this phenomena, if adequately adopted, may be of significant value and profit. And secondly, on the example of several projects developed, we discuss the aspects of multidisciplinary potential of this approach which, unfortunately, is still insufficiently apparent, and therefore underestimated.
@InProceedings{DOCHSHANOV2017TIN,
author = {Dochshanov, A.},
title = {“TINKERING” AS LEARNING REINFORCEMENT TOWARDS MULTIDISCIPLINARITY IN RESEARCH-ORIENTED EDUCATION},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.0864},
url = {http://dx.doi.org/10.21125/edulearn.2017.0864},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {9855-9859}}
TY - CONF
AU - A. Dochshanov
TI - “TINKERING” AS LEARNING REINFORCEMENT TOWARDS MULTIDISCIPLINARITY IN RESEARCH-ORIENTED EDUCATION
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.0864
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 9855
EP - 9859
ER -
A. Dochshanov (2017) “TINKERING” AS LEARNING REINFORCEMENT TOWARDS MULTIDISCIPLINARITY IN RESEARCH-ORIENTED EDUCATION, EDULEARN17 Proceedings, pp. 9855-9859.
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