Pedagogical Play in the Makery: Examining Puppet Use in an Elementary School Makerspace

• In Event: AERA Poster Session Friday 7:45 am
  In Poster Session: Learning Sciences Poster Session

Abstract

This descriptive single-case study investigates how an experienced public-school makerspace teacher integrates a stuffed teddy bear puppet, Scruffy, as an inanimate co-teacher to support maker-centered learning among first and second graders. Grounded in interest theory, social constructivism, and prior research on puppets in educational contexts, the study explores how Scruffy functions as a pedagogical tool to increase situational interest, scaffold collaboration, and model 21st-century competencies. Scruffy frequently co-narrates prompts, disrupts or reframes lessons, and embodies classroom norms, creating playful yet purposeful opportunities for engagement. Data sources include classroom observations, field notes, and interviews collected across the 2023–2024 academic year. Findings suggest that puppets can serve as powerful, underutilized tools for promoting imaginative, relational, and interest-driven learning in elementary makerspaces.

Author

• Robert Daniel Wachtel Pronovost, Stanford University