The Tinkering Studio is an immersive, active, creative place at the Exploratorium where museum visitors can slow down, become deeply engaged in an investigation of scientific phenomena, and make something—a piece of a collaborative chain reaction—that fully represents their ideas and aesthetic.
In The Tinkering Studio, visitors are invited to explore a curiosity-driven exhibit, chat with a featured artist, or investigate a range of phenomena with staff artists, scientists, educators, and others by participating in a collaborative activity. A large, eclectic assortment of materials, tools, and technologies are provided for people to use as they explore and create.
The Tinkering Fundamentals course will offer educators and enthusiasts an opportunity to develop a practice of tinkering and making. We see tinkering as a serious endeavor—one that is generalizable across content and especially good at interweaving disciplines in a way that leads to complex projects and individualized learning opportunities. Tinkering has recently been introduced into the educational field as a potential driver of creativity, excitement, and innovation in science learning. It is seen by many as an effective means to engage in exploring STEM concepts, practices and phenomena. Tinkering typically blends the high and low tech tools of science along with a strong aesthetic dimension that supports children’s (and adults’) self expression.
NB: This is a hands-on course, so you will need several tools and materials to do weekly activities. You are welcome to purchase only what you don't already have—or even better try to scrounge them from surplus stores! We have put together a list of recommended materials, which you can find here: http://bit.ly/motion-materials
For over a decade, the Exploratorium has been developing science-rich tinkering activities for both children and adults. We see tinkering as a fun yet serious endeavor—spanning many disciplines and content areas and fostering connections between art, science, and technology. Learners follow their own path to understanding by investigating tools and materials and exploring questions that interest them. This opens up a wide range of possible answers rather than any specific “right” one, particularly for teaching STEM (Science, Technology, Engineering, Math) subjects in the classroom. This course centers on activities related to Motion and Mechanisms, which offer a wealth of opportunities for thinking through making.
Frank Oppenheimer had a lifelong belief in the importance of art in an equal and closely connected relationship to science.[6]: 185 He personally recruited artist Bob Miller to create Sun Painting, the first major art installation at the Exploratorium.[6]: 180 Another early work was the Tactile Dome (1971), by August Coppola (father of actor Nicolas Cage and brother of the film director Francis Coppola). This was a 3-dimensional tightly convoluted passage that was completely dark inside, and which visitors had to explore relying on the sense of touch, encountering many tactile experiences along the way. Both installations proved to be immensely popular, and renewed versions of both are still on display today. In 1974, Oppenheimer established an ongoing artist-in-residence program at the Exploratorium, regularly bringing in a succession of emerging and established artists working at the boundaries of art and science.[6]: 179–203
The Exploratorium aimed to introduce and inspire, as well as teach. The museum exposed people to science by means of human perception. It provides a form of "educational sightseeing" as well as the understanding of the underlying principles. Its intention was not to replace a science class, but rather to inspire people to learn about science.[22][21] The exhibits were arranged and structured to allow for free access to any part of the museum. Oppenheimer wanted people to be able to explore the museum and learn at their own pace, following a path that made sense to them and stimulated their curiosity. The idea of having people explore the museum in a way that appeals to everyone was an essential element. Instead of tour guides, fifteen to twenty college students or secondary students, as well as some adults, were employed as "explainers". They demonstrate the exhibits and explain the principles involved all while circulating among visitors, rather than guiding them along.[22] Oppenheimer strove to make learning a fun and enjoyable experience for all.