Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18030
Title: 
Embodied search processes in creative problem solving: How do people learn in makerspaces?
Authors: 
Keywords: 
Embodied cognition
Creative cognition
Makerspaces
Student learning
Design
Issue Date: 
Jun-2016
Citation: 
Tan, M. (2016). Embodied search processes in creative problem solving: How do people learn in makerspaces? In C. K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.). Transforming learning, empowering learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2 (pp. 922-925). Singapore: International Society of the Learning Sciences.
Abstract: 
In creative problem solving, an essential component is the divergent idea generation
phase before deciding on a plan of action for convergent, relatively well structured problem
solving. In makerspaces and other sites where problems are posed in physical form, the material
affordances of the objects and their spatial configurations can aid or hinder the search through
problem space for possible solutions. In this study, we present the preliminary results of a study
involving six pairs of grade eight students involved in a school makerspace context. Given
sixteen littleBits modules housed in a small toolbox, along with some light construction
materials, students were tasked to produce a prototype of a device that could attract teachers’
attention during class work sessions. The material actions that students made in early
exploration of project ideas were correlated to the creative outcomes of their project.
URI: 
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