Sketch: Creating LEGO® Representations of Theory

Abstract

Creativity and innovation often appear as desired outcomes of degree programs, and yet the education system may not value these attributes. Play-based activities can help students break existing thinking patterns to uncover their implicit thinking and connections. I invite graduate students to play with LEGO® to ‘build’ their papers in progress. Students say this unlocks their thinking by allowing them to think about theory applications in concrete (and personal) terms. Playing with LEGO® shifts their processing: instead of a purely intellectual analysis, they engage with childlike inquiry that helps them explore without worry about getting the right answer.