"Umm, Can You Make It Solar?" Questions as a Window Into Kids' Thinking, Wonderment, and Worries

• In Event: 63.064 - Measuring the Impact of Emotions in Informal Learning Environments

Abstract

Objectives: The broader purpose of this research is to understand how tinkering environments support equity by supporting participants in their development of ideas. In particular, collective discussions may lead to opportunities to study the intellectual and affective dimensions of kids’ questions. Therefore, this study aims to understand how questions posed by kids during a group discussion influenced proceeding questions, and how these questions operated as a window into kids' thinking, wonderment, and worries.

Research Context: This study analyzes a stretch of interaction I am calling a Question Free-for-All (QFA) that took place in a drop-in tinkering space for youth (K-12). The QFA occurred during what started as a routine practice of opening the floor for kids’ questions after introducing the activity of the day and resulted in 26 turns of talk that involved a flurry of questions that were seemingly random and disconnected from the tinkering activity and yet, connected to previous answers and questions.

Methods and Data Sources: This study draws from a larger ethnographic dataset spanning three years. I drew on interaction analysis (Erickson, 1992; Jordan & Henderson, 1995) to analyze a five-minute video-recording of the QFA. I focused on the moment when kids raised their hands to ask a question because it signaled they wanted to share and it often overlapped others talking, which aligns with research claiming that what kids think about is most influenced by whatever recent information they receive (Scardamalia & Bereiter, 1991). Then, I analyzed the substance of each question to understand the ideas. Finally, I analyzed how questions related to previous ideas in the QFA because one way that kids build knowledge is by interacting with people and connecting new and old ideas (Krajcik & Blumenfeld, 2006).

Findings: Kids created a sense of agency with the help of the facilitator to ask a variety of questions not entirely connected to the tinkering activity but motivated by their interests. For example, when Arthur asked if a laser cutter required batteries, the facilitator’s answer led to his wonderment of making the laser cutter solar-powered. Second, kids asked questions that connected ideas in the QFA. For example, June asked what solar energy was after Arthur mentioned it, and the facilitator and Arthur co-authored an explanation. Third, kids asked generative questions by drawing from things familiar to them and, through their questions, attempted to deepen their knowledge, soothe concerns, and confirm predictions. In conjunction with the examples above, Theodore worried and asked about the possibility of electrocution after learning that an electrical outlet powered the laser cutter.

Significance: This study suggests that we can learn how and what kids think about by treating their questions as serious inquiries. However, activities like the QFA require that kids have time and space to ask questions. Therefore, it is essential to understand how to design opportunities like the QFA where students are supported to develop new ideas with other people.

Author

• Ruben Echevarria, Northwestern University