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Debugging Robotic Machines in Transdisciplinary Spaces
ARTICLE

CJSMTE Volume 18, Number 3, ISSN 1492-6156

Abstract

This paper focuses on a transdisciplinary research project in a historically underrepresented public school in Toronto, Canada. At the intersection of elementary science, technology, and arts-based curriculum, the project employs the feminist new materialist practice of "diffraction" (Barad, 2007) in an after-school robotics club. Following a Baradian ethics, an emphasis is placed on the process of designing machines, which illuminates the need for different modes of measurement in educational research that account for the ongoing relationships within collective learning environments.

Citation

Rotas, N. (2018). Debugging Robotic Machines in Transdisciplinary Spaces. Canadian Journal of Science, Mathematics and Technology Education, 18(3), 232-241. Retrieved December 12, 2019 from .

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