Bricolage and Student Learning

Authors

DOI:

https://doi.org/10.5204/ssj.v11i3.1442

Keywords:

bricolage, student learning, creativity, knowledge construction

Abstract

This practice report discusses the term “bricolage” and its relationship to student learning. The positive and negative perceptions of teachers and students as “bricoleurs” (those who practice bricolage) are discussed. An exploratory study that examines the application of bricolage in the classroom is discussed. In two different settings, the effects of bricolage instruction are shown to increase creativity and learning as student negotiate with various materials and ideas to construct new meanings.

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Author Biography

Bethany Blankenship, University of Montana Western

Bethany Blankenship teaches British and World literature at the University of Montana Western. Her writing about pedagogy can be found in Approaches to Teaching Chaucer’s Canterbury Tales, Linked Courses for General Education and Integrative Learning, and The Montana English Journal.

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Published

2020-01-29

How to Cite

Blankenship, B. (2020). Bricolage and Student Learning. Student Success, 11(2), 122–126. https://doi.org/10.5204/ssj.v11i3.1442

Issue

Vol. 11 No. 2 (2020): Volume 11 Issue 2 2020

Section

Practice Reports

License

Authors retain copyright and grant the Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution International Licence (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.