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The history of innovation is constructed by solo thinkers and collaborative makers. The word innovation here comprises changes on technology, art and science. This article aims to reflect the way successful inventors, artists and scientists followed to do whatever they succeeded so that the coming generations can learn from predecessors' positive and negative experiences. Thinking and observing as solo may be the first step of an entrepreneur dreamer. Thinking and observation allow her to understand the size and depth of the gap on her knowledge integrity. This understanding process is a kind of challenge annoying and disturbing the entrepreneur dreamer during days and nights and causing his/ her to focus on the subject including examining the existing knowledge and experiences. Successful entrepreneur dreamers are aware of the historical knowledge accumulation on the field they focus on. After an entrepreneur dreamer understands what to do, on the second step, she starts tinkering collaboratively with other people whom the dreamer needs because of their own knowledge, experiences, point of view etc. With the help of others, entrepreneur starts the attempts to fill gap on his/her knowledge. These attempts require series of trial and error. First thinking and focusing on a subject as solo and then taking action and tinkering to realize dreams and thoughts as collaborative may lead us to a new learning design approach. "Soloborative Learning" is a derivative word offering the schools a new way to design learning environments, interactions and learning materials so that learners can construct their own knowledge on an innovative and entrepreneurial ecosystem.

This study aims at alternatively assessing the 3D-printed prototype performances showed by young pupils during tinkering activities, as well as developing an instructional rubric that can be evaluated in line with the requirements of tinkering learning. In this direction, a draft rubric has been created by literature review and 3D product observation. In order to ensure the validity of it, a study group consisting of nine fifth grade students have also been observed during a tinkering activity and expert opinions have been sought for it. According to the results, an analytical and general-type instructional rubric has been developed, which includes definitions about 17 performance indicators under 7 criteria and whose internal consistency, scope, appearance, language validity has been ensured at a certain level. The teachers of the primary or secondary schools wanting to perform in-class tinkering activity with 3D printers can feedback to the 3D printed prototype performance of their students rapidly purposefully and effectively by using this rubric.

This study aims to investigate problem-solving with dataset (PSWD) as a computational thinking learning implementation as reflected in academic publications. Specifically, the purpose is to specify the scope of PSWD, which overlaps with the data literacy, thinking with data, big data literacy, and data-based thinking concepts in the literature. Subaims of the study are to identify the conceptual structure of PSWD based on definitions in academic publications and to classify the reasons given in the literature to show the need for PSWD. For the purposes to investigate PSWD conceptually, to classify the reasons given for the need for PSWD, the obtained 54 publications were analyzed via content analysis. Moreover, this study investigates the most frequently suggested or used teaching strategies (in terms of instructional methods, instructional tools, and grade level) for PSWD in the literature. The frequencies of used words in selected publications referring instructional methods, instructional tools, and grade levels were shown in the findings of study. The importance of the study stems from its focus on a new approach to computational thinking instructional implementation.