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Publications

Using Robotics and Game Design to Enhance Children’s Self- Efficacy, STEM Attitudes, and Computational Thinking Skills

This paper describes the findings of a pilot study that used robotics and game design to develop middle school students’ computational thinking strategies. One hundred and twenty-four students engaged in LEGO® EV3 robotics and created games using Scalable Game Design software.

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Using Robotics and Game Design to Promote Pathways to STEM





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Developing Teachers' Computational Thinking Beliefs and Engineering Practices Through Game Design and Robotics





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Computational Thinking in Elementary and Secondary Teacher Education

Computational thinking (CT) is broadly defined as the mental activity for abstracting problems and formulating solutions that can be automated. In an increasingly information-based society, CT is becoming an essential skill for everyone.

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Teacher Transformations in Developing Computational Thinking: Gaming and Robotics Use in After-School Settings

The challenges of addressing increasing calls for the inclusion of computational thinking skills in K-12 education in the midst of crowded school curricula can be mitigated, in part, by promoting STEM learning in after-school settings.

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Teaching Computational Thinking Patterns in Rural Communities

In this chapter you will learn how a community college in rural Wyoming is implementing professional development resources in Computer Science and computational thinking skills for middle a

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Preparing Teachers to Engage Rural Students in Computational Thinking through Robotics, Game Design, and Culturally Responsive Teaching

This article examines teacher preparation and teacher change in engineering and computer science education.

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Using Robotics and Game Design to Enhance Children’s Self-Efficacy, STEM Attitudes, and Computational Thinking Skills

This paper describes the findings of a pilot study that used robotics and game design to develop middle school students’ computational thinking strategies. One hundred and twenty-four students engaged in LEGO® EV3 robotics and created games using Scalable Game Design software.

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Journal of Science Education and Technology Special Issue - Stories from ITEST: Inspiring Young People to Pursue STEM Careers

The ITEST program has enabled creativity, experimentation, and cultural responsiveness in STEM education and workforce development and broadened participation in STEM initiatives to Native American communities, underresourced urban communities, girls, and populations underrepresented in STEM

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Instruments

Preservice Teachers’ Culturally Responsive Teaching Self-efficacy and Outcome Expectancy Beliefs

Gu

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Assessing Gaming, Computer and Scientific Inquiry Self-Efficacy in a Virtual Environment

In this chapter, I discuss the development, piloting and revision of a new instrument for measuring pre/post the academic self-efficacy of students.

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Students Attitudes towards STEM survey

The Upper Elementary (4-5th) and the Middle and High School (6-12th) Student Attitudes toward STEM Surveys (S-STEM) each contain four scales (sets of surveys items that most confidently describe a single characteristic of the survey-taker when the responses to these items are calculated as a

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Beliefs and Expectations about Engineering Preparation Exhibited by High School STEM Teachers

BACKGROUND If we are to effect change in teacher practices and decision making regarding instruction, college preparation, and career success in engineering, then knowledge of teachers’ beliefs and expectations about engineering needs to be understood.

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Computational Thinking Survey

A computational thinking survey was designed to assess K-12 education students’ attitudes toward computer science and their understanding of computational thinking before and after implemenation of a computational thinking (CT) module.

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Spatial Ability

Spatial ability is required in technical and design jobs where drawing and plans are used, for example; architecture, surveying, engineering, and design.

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Culturally Responsive Teaching Self-Efficacy Scale (CRTSE)

The Culturally Responsive Teaching Self-Efficacy Scale (CRTSE) was developed and administered to a sample of preservice teachers in the Midwest.

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Culturally Responsive Teaching Outcome Expectancy (CRTOE) Scale

The Culturally Responsive Teaching Outcome Expectancy (CRTOE) Scale was developed and administered to a sample of preservice teachers in the Midwest.

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21st Century Skills Assessment

Learning.com's 21st Century Skills Assessment provides deeper insight into students' grasp of critical 21st century skills.

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Self-Efficacy in Technology and Science (SETS)

The Self-Efficacy in Technology and Science (SETS) is a specific measure of self-efficacy in science inquiry and technology for middle school students. The SETS consists of six independent sections on self-efficacy in science inquiry and technology (science inquiry, using 

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News

ITEST Conference Symposia for 2015

STELAR collaborated with ITEST projects on a number of conference symposium proposals during 2014 for the 2015 conference year. We are thrilled that these three proposals have been selected so far.

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Two county schools to participate in UW robotics research project

ITEST project Visualization Basics will explore whether gaming and robotics be used to teach computational thinking skills to middle school students in culturally sensitive ways.

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UW research on gaming and robotics to boost math learning supported by NSF grant

As part of ITEST project Visualization Basics, team members will train teachers from middle schools in at least 10 Wyoming school districts to develop mathematical and scientific lessons that are culturally relevant to their students. Project staff will support educators as

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UW leads project to use gaming and robotics to boost math learning

A multidisciplinary team from the UW Colleges of Education, Engineering, and Arts and Sciences to research whether gaming and robotics can be used to teach computational thinking skills to middle school students in culturally sensitive ways through ITEST project

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This material is based upon work supported by the National Science Foundation under Grant Nos. DRL-1312022, 1614697 and 1949200. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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