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Echoes of the unheard: learning through playce-making to foster meaning-making and creativity in STEM education

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dc.contributor.authorBaradaran Rahimi, Farzan
dc.contributor.authorBeaumie Kim
dc.date.accessioned2026-01-20T21:01:17Z
dc.date.available2026-01-20T21:01:17Z
dc.date.issued2024
dc.descriptionPresented on April 12, 2024, at the 2024 American Educational Research Association (AERA) Annual Meeting in Philadelphia, Pennsylvania.
dc.description.abstractIn this study, we explored the emergence of personal meaning-making and creativity to go beyond productivity in STEM education. We investigated learners’ meaning-making in the context of an interest-driven participatory game-design project where immersive learning and playce-making (constructing playful experiences linked to a place) intersected in Career and Technology Foundations class. Taking a qualitative approach, we collected data from nine graders in a suburban junior-high school in Western Canada. Drawing from constructivist perspectives, we discuss how learners within a group demonstrated personal meaning-making and creativity when they were immersed in playce-making. Our findings suggest that the intersection of immersive learning and playce-making can support learners curate their own learning experiences by integrating personal meanings and lived experiences into their project.
dc.identifier.urihttps://hdl.handle.net/20.500.14078/4115
dc.language.isoen
dc.rightsAll Rights Reserved
dc.subjectplayce-making
dc.subjectSTEM education
dc.subjectqualitative research
dc.subjectWestern Canada
dc.titleEchoes of the unheard: learning through playce-making to foster meaning-making and creativity in STEM educationen
dc.typePresentation

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