Rushton, Elizabeth; King, Heather; (2021) The language of play. A cross linguistic look at notions of 'play' in STEM engagement activities. EAL Journal , 14

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Abstract

Over the past decade, considerable efforts have been directed towards better understanding how to create spaces, including both those in formal education (e.g. schools, universities) and in out-of-school settings (e.g. museums, science centres), in which the widest diversity of children and young people feel that STEM (science, technology, engineering and mathematics) is ‘for them’ (Archer et al., 2015; Dawson, 2014). Such STEM engagement programmes and activities are frequently described as ‘playful’ and ‘fun’ ways to engage with aspects of STEM. In recent years, many such programmes have included elements of coding – developing skills linked to computer programming (Duncan, Bell & Tanimoto, 2014) and making – informal, creative and collaborative design and building projects in the arts, sciences and engineering (Martin, 2015). Notably, coding now forms part of the English school curriculum, whilst makerspaces have been established in a range of UK-based educational settings, including The Life Science Centre, Newcastle; Fab Lab, Exeter Library, Exeter; and The Invention Rooms, Imperial College, London, UK.

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