Abstract
Digital storytelling in combination with makerspace activities holds significant potential to engage students and support their learning. When students play, such as through makerspace activities, they engage in critical thinking and problem solving. In our work, we are joining storytelling with computational thinking (CT) practices, physical science exploration, and makerspace activities through a digital narrative-centered learning environment for elementary school. Learning within the environment is undergirded by makerspace play that centers on finding solutions to an open problem—how can stranded scientists on a remote island power up their village using found materials? The learning environment supports students’ CT practices and science content learning as they use and problem solve with physical energy conversion kits, culminating in their creation of an interactive story. We present here a brief case study of the ways students’ experiences with makerspace play support their problem solving and storytelling.
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Monahan, R. et al. (2023). Integrating Storytelling and Making: A Case Study in Elementary School. In: Holloway-Attaway, L., Murray, J.T. (eds) Interactive Storytelling. ICIDS 2023. Lecture Notes in Computer Science, vol 14384. Springer, Cham. https://doi.org/10.1007/978-3-031-47658-7_21
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