Pretendeeringu

Pretendeeringu is a term used in some maker-education and informal learning communities to describe an approach that blends elements of pretend play with engineering design practices. It emphasizes imaginative scenario building as a starting point for proposing and testing practical solutions, often through iterative prototyping and collaborative work.

Etymology and usage: The word combines pretend, engineering, and a suffix found in some languages to denote practice or field. It is not standardized in formal curricula and is used primarily in grassroots education contexts, workshops, and interdisciplinary programs rather than official standards bodies.

Practice: Activities typically involve a design challenge framed as a story or role-play scenario. Learners identify needs, create prototypes with accessible materials, test under constraints, and reflect on performance. The emphasis is on process over final product, with attention to teamwork, communication, and systems thinking.

Origins and scope: The term appears in educational discussions in the 2010s, particularly among teacher facilitators exploring playful methods to teach STEM concepts. It remains a descriptive label for a flexible, learner-centered method rather than a formal discipline.

Benefits and criticisms: Proponents cite increased engagement, hands-on learning, and motivation for inquiry. Critics argue that the lack of formal definition can hinder assessment, quality control, and transfer to traditional engineering tasks; resource requirements can be high and outcomes variable.

See also: design thinking, maker education, pretend play, prototyping, collaborative learning.