#288: Playful Learning: Debugging in Secondary STEM

Research demonstrates that playfulness can support learning. Yet, in secondary settings, play is understudied; instead, playfulness is often discouraged as leading to “off-task” behavior. Here, we propose that playfulness can (a) be generative for STEM learning in ways that are unanticipated by the student, teacher, and curriculum, and (b) encourage persistence in students’ explorations. To illustrate these affordances, we present a case in which a 6th grade student, Hunter, playfully engaged in STEM modeling. We argue that his playful stance is a resource for STEM learning.