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we argued
how
tinkering success can be optimized by taking psychological aspects
into account. From this informal exploration, we formulated several observations
regarding the topic at hand.
To draw extensive conclusions from our exploration would do injustice to its
informal nature. Moreover, summarizing the observations appears fruitless, as we
trust them to concisely speak for themselves. However, our explorations do lead us
to some general comments regarding the future of tinkering in scientific education.
Firstly, it is our position that the value of tinkering has proven itself in scientific
education, although this value remains to be quantified. Moreover, there is no reason
to assume that this addition of value will diminish over time. Tinkering will remain a
productive learning tool for new generations, even though we must not shy away from
evolving its scientific results into more rigorous and methodical scientific studies.
Secondly, the observed need for further insight into aspects of tinkering in
research-oriented education will not magically disappear. To this end, efforts must
be made and extended over the different knowledge domains involved.
Finally, we acknowledged the benefit of digital tinkering for the emerging world.
To maximally exploit this potential benefit, we must not accept it for
status quo
,but
more actively involve emerging regions in our tinkering developments. In particular,
we must recognize when groups and individuals from emerging regions have reached
beyond tinkering and jointly take up the challenges that they encounter.
May the forces of tinkering be with you.
References
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Getting started with Arduino
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D'Ausilio, A. (2012). Arduino: A low-cost multipurpose lab equipment.
Behavior Research
Methods, 44
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Doherty, P. C. (2008). The beginner's guide to winning the Nobel Prize: Advice for young scientists.
New York: Columbia University Press.
Dougherty, D. (2012). Learning by making: American kids should be building rockets and robots,
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http://www.slate.com/articles/
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4
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2012.
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http://usergeneratededucation.wordpress.com/2012/06/16/
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P. (2010).
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Are computer scientists and
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Oxford,
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Lamers, M.H., Verbeek, F.J., & van der Putten, P. (2013). Tinkering in scientific education. In D.
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