Learning Through Doing and Tinkering: Exploring the Role of Atal Tinkering Labs in STEM Education in India
by M Govind - Connected Science Learning, 2026, DOI: 10.1080/24758779.2026.2624833.
Abstract: The importance of STEM education in promoting innovation has prompted many countries to adopt innovative policies and programs for strengthening STEM learning. In India, the Atal Tinkering Labs (ATLs), based on the principles of the maker movement, are designed as informal workspaces where children engage with hands-on activities with tools and equipment. This study examines the perspectives of students and teachers on tinkering activities and investigates how tinkering facilitates the learning of STEM concepts and their application in developing solutions to local problems. The study is based on a questionnaire-based survey and interview of 510 respondents, including students (466) and 44 teachers from 26 schools located in the National Capital Region of Delhi, India. Our study showed that through tinkering and assembling prototype models, students were able to grasp STEM concepts more effectively and design innovative solutions. However, the study also found that while ATLs enrich learning through creativity and problem-solving, they risk diverting students’ attention from foundational knowledge and placing additional burdens on teachers if not aligned with the formal school curriculum. Our study contributes to the theoretical understanding of how informal learning contexts enhance students’ understanding of concepts and their real-world applications.
by M Govind - Connected Science Learning, 2026, DOI: 10.1080/24758779.2026.2624833.
Abstract: The importance of STEM education in promoting innovation has prompted many countries to adopt innovative policies and programs for strengthening STEM learning. In India, the Atal Tinkering Labs (ATLs), based on the principles of the maker movement, are designed as informal workspaces where children engage with hands-on activities with tools and equipment. This study examines the perspectives of students and teachers on tinkering activities and investigates how tinkering facilitates the learning of STEM concepts and their application in developing solutions to local problems. The study is based on a questionnaire-based survey and interview of 510 respondents, including students (466) and 44 teachers from 26 schools located in the National Capital Region of Delhi, India. Our study showed that through tinkering and assembling prototype models, students were able to grasp STEM concepts more effectively and design innovative solutions. However, the study also found that while ATLs enrich learning through creativity and problem-solving, they risk diverting students’ attention from foundational knowledge and placing additional burdens on teachers if not aligned with the formal school curriculum. Our study contributes to the theoretical understanding of how informal learning contexts enhance students’ understanding of concepts and their real-world applications.
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