Stitching Circuits: Learning About Circuitry Through E-textile Materials
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Stitching Circuits: Learning About Circuitry Through E-textile Materials Kylie Peppler • Diane Glosson
Springer Science+Business Media New York 2012
Abstract Central to our understanding of learning is the relationship between various tools and technologies and the structuring of disciplinary subject matter. One of the staples of early science education curriculum is the use of electrical circuit toolkits to engage students in broader discussions of energy. Traditionally, these concepts are introduced to youth using battery packs, insulated wire and light bulbs. However, there are affordances and limitations in the way this toolset highlights certain conceptual aspects while obscuring others, which we argue leads to common misconceptions about electrical circuitry. By contrast, we offer an alternative approach utilizing an e-textiles toolkit for developing understanding of electrical circuitry, testing the efficacy of this approach for learning in elective settings to pave the way for later classroom adoption. This study found that youth who engaged in e-textile design demonstrated significant gains in their ability to diagram a working circuit, as well as significant gains in their understanding of current flow, polarity and connections. The implications for rethinking our current toolkits for teaching conceptual understanding in science are discussed. Keywords Circuitry Conceptual understanding E-textiles Toolkits LilyPad Arduino
K. Peppler Learning Sciences, Indiana University, 201 North Rose Ave., Wright 4024, Bloomington, IN 47405, USA e-mail: [email protected] D. Glosson (&) Learning Sciences, Indiana University, 1900 E. 10th Street, Eigenmann 526, Bloomington, IN 47406, USA e-mail: [email protected]
Introduction Central to our understanding of learning is the relationship between various tools and technologies and the structuring of disciplinary subject matter. Papert, for example, invited closer investigation of the specific tools we have available (i.e., ‘‘objects to think with’’) as they highly impact our ontological perspectives (1980). One disciplinary area that frequently utilizes tools toward the concretizing of abstract concepts is science education. One of the staples of early science education curriculum is the use of electrical circuitry concepts to engage students in broader discussions of energy (Tasker and Osborne 1985). Traditionally, these concepts are introduced to youth using particular tools— battery packs, insulated wire, nails, thumbtacks, paper clips, bulbs and so on—that help lay a foundation for more sophisticated forms of robotics, computing and engineering. However, there are affordances and limitations in the way that all tools highlight certain conceptual aspects while obscuring others, which has important implications for learning. Overlooked in this landscape are more recent, commercially available tools for circuitry creation that integrate non-traditional conductive materials such as textiles, LEDs, conductive thread, Velcro, buttons and snaps. Though tradi
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