Resources

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

Recent discussions of making have focused on developing out-of-school makerspaces and activities to provide more equitable and enriching learning opportunities for youth. Yet school classrooms present a unique opportunity to help broaden access, diversify representation, and deepen participation in making. In turning to classrooms, we want to understand the crucial practices that teachers employ in broadening and deepening access to making. In this article, we investigate two high school teachers' approaches in implementing a novel eight-week, electronic textiles unit within the Exploring

3D printing is increasingly being used in manufacturing and engineering design processes. To be able to design and 3D print a feasible product it is essential to learn how to 3D model. Using 3D modeling software, students can build and iterate on their 3D designs. While these technologies make just-in-time manufacturing of designs and components feasible, they also raise new cognitive challenges: students need to develop visualization and evaluation skills to assess the feasibility of their 3D models during iterative design processes. 3D modeling software alone does not help in developing

The National Center for Education Statistics reports that 52% of students in US K-12 public schools were eligible for free and reduced lunch during 2013-2014, up from 38 percent in 2000-2001. Research is needed to better understand how to create engaging and effective informal learning environments for this changing youth demographic. For instance, what are their interests? How can they be provided with experiences commensurate with peers who have greater opportunities? What are the aspirations of young people in middle-school who will be tomorrow’s leaders? To answer these questions, we

STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation is designed to contribute to discourses about how STEM teaching and learning can become more equitable, serving the needs of readers across the STEM educational spectrum. STEM21 is meant to problematize the status quo educational practices of STEM stakeholders including preservice and inservice teachers, district leaders, informal educators, policy makers, and the research community. While many books are narrowly targeted either for academics or practitioners, the outcome is limited

Informal learning programs provide youth with additional opportunities to engage in STEM. Here, we report on an informal engineering program for low-income youth. We describe how a curriculum was modified to reflect the instructional shifts outlined in the Framework for K-12 Science Education and how these changes enhanced youth interests and engagement in engineering practices.

This 3-year ITEST project focuses on integrating engineering design concepts and practices in the middle school physical sciences curriculum.The goal is to increase students’ interest in STEM and expand their access to opportunities to experience integrated STEM activities. Our work focused on middle school students as research shows that interest in STEM decreases through middle school. The planned intervention is based on existing theory and research on motivation, as well as the emerging body of literature on integrated STEM instruction. Research shows that relevance is essential to student