Resources

Our project introduced students in grades 7 through 12 to spatial thinking and geospatial technologies in the context of challenges in their community. We used a mix of levels of inquiry to advance learning from teacher- to student-guided through a citizen mapping group activity. Student-suggested problem-based topics included parks and community gardens, crime, housing, and youth employment opportunities. Qualitative methods were used to evaluate students’ knowledge of spatial thinking and geospatial technologies, including map interpretation, a case study, daily exit slips, and interviews

As part of the design and development of an informal learning environment meant to increase urban middle school students’ interest in technology-focused STEM careers, and to support their twenty-first century skill development, researchers developed and administered the ICT/Twenty-First Century Skills Questionnaire. Both STEM-ICT professionals and middle school students completed the survey. STEM-ICT professionals indicated that problem solving, critical thinking and communication were the most valued and the most frequently used skills in their environments. Students underestimated the amount

Assessing computational thinking in making has proven a challenge, in part because student creations are innately diverse and unique. In this paper we consider portfolios as a way to document and assess students’ learning processes in the context of designing electronic textile (e-textile) projects. We describe students’ use of portfolios at the end of an introductory computing course, Exploring Computer Science, during which 33 students created a series of electronic textile (e-textile) projects as part of a new curricular unit. Our analysis not only illuminates the capability of portfolios

A critical challenge in science, technology, engineering, and math (STEM) education continues to be keeping young students on a pathway to a successful STEM career once they have entered it. Many students express an early interest in STEM and even start down the road to obtaining a STEM degree, only to change direction later, an aspect of the so-called “leaky pipeline.” Underrepresented minority students, in particular, face serious roadblocks to entering and staying on the path. Often, in the absence of teachers, mentors, and STEM professionals who look like them, minority youth can have a

Assessing students' learning of concepts in programming is an essential part of teaching computer science. We developed an assessment activity that measures students' skill in identifying programming structures used to create various behaviors in MIT App Inventor (AI). Called the Tablet Game, the assessment was implemented as interactive app on an Android device. Students interacted with elements on the screen, and then in a multiple-choice format, were asked to select which code-blocks would create those behaviors. We tested the Tablet Game in two week-long app development summer camps held

Many universities employ STEM outreach programs to spark interest in their disciplines by middle and high school students. Teaching Engineering Concepts to Harness Future Innovators and Technologists (TECHFIT) and the Nanoline Contest are two programs that are designed to give student teams an opportunity to explore STEM concepts with a final goal of innovating an automated system. This paper will discuss a partnership between an international controls company and an R1 university that makes both of these programs successful in recruiting students to computing, engineering, and technology

With increasing focus on integrating 3D printing in educational settings, more emphasis needs to be placed on how to introduce young students to the complexities of the 3D printing process. Inspired by the patrons of 3D printer services, we engage children in a simplified 3D printing process. We conducted a study with two 3rd grade public school science classes over 4 days, where students were tasked to print 3D designs they find online for use in a class presentation. Initial findings identify challenges within this process, and show indications of emerging interest towards 3D printing.

Much attention in constructionism has focused on the design of learning tools and support for students building artifacts. Far less attention has been placed on reflection and reflective artifacts that let students consider their own learning. In this paper we share an analysis of portfolios in which high school students reflected on the design of their electronic textile projects during an eight-week curricular unit in an Exploring Computer Science class, an introductory computing course for high school (secondary) students in the United States. We examine portfolios as sites of student self

In this paper, we present our guiding principles for designing a constructionist curricular unit called Stitching the Loop with electronic textiles which introduce high school students to key concepts in crafting, circuit design and computing. Our principles were to design for (1) engagement by promoting interest-driven designs; (2) expression by putting aesthetics first; (3) depth by developing challenging content within constraints; (4) multiple experiences for providing opportunities for practice; (5) audience by sharing designs; (6) collaboration by having students help other students; (7)

Our work investigates how Making may be used in the context of scientific modeling in formal elementary school science classes. This paper presents an investigation of fourth- and fifth-grade students engaging in Making activities to create simulation, concept-process, and illustrative models in the science classroom. Based on video analyses of the Making-based class sessions, a generalized process model was developed for each type of science model. In addition, cross-cutting themes were found in Making-based science modeling: first, there are two loops that intersect and interact with each