Resources

End-user game design affords teachers a unique opportunity to integrate computational thinking concepts into their classrooms. However, it is not always apparent in game and simulation projects what computational thinking-related skills students have acquired. Computational Thinking Pattern Analysis (CTPA) enables teachers to visualize which of nine specific skills students have mastered in game design that can then be used to create simulations. CTPA has the potential to automatically recognize and calculate student computational thinking skills, as well as to map students’ computational

This paper suggests a Cyberlearning tool based on a highly innovative assessment methodology that helps teachers with computer science education. Currently, there is a strong push to integrate aspects of programming and coding into the classroom environment. However, few if any tools exist that enable real-time formative assessment of in-class programming tasks. The proposed REACT (Real Time Evaluation and Assessment of Computational Thinking) system is a first step toward allowing teachers to see which high-level concepts students have mastered and which ones they are struggling with as

The STEM College-Going Expectancy Scale (STEM CGES) was developed and validated in two studies conducted during 2010 and 2011. The STEM CGES is a self-report instrument measuring college-going expectancy, specifically for science, technology, engineering, and mathematics (STEM) domains. In Study 1, 95 students in an urban high school completed an 11-item online questionnaire to measure college-going expectancy in STEM domains. Exploratory factor analysis (EFA) retained 6 out of the 11 items for inclusion. In Study 2, Confirmatory Factor Analysis (CFA) used data collected from 658 students in

Future school science standards, such as the Next Generation Science Standards (NGSS), emphasize the integration of simulation and modeling activities in the classroom environment. The extremes of these activities have two vastly different implementations. On one hand, a teacher can have students experiment on a pre-made simulation associated with the material. On the other hand, students can use, for example, an end-user programming tool to create the simulation from scratch. This allows students to not only experiment on, but also, to model the real world phenomenon being studied, a key

In order to get students interested in computing, we teach middle school teachers of different disciplines programming with Alice and work with them on integrating computing into their discipline. Alice provides an interface for novices to create animations easily and quickly, which is attractive to and fun for students. We have been developing Alice curriculum materials for integrating computing into middle school disciplines for six years. Although our target audience is middle school, our materials are used by teachers from elementary school to introductory college level. This paper

Exergaming activities demonstrate how technology could be used as an instrument to reduce the impact of this disease. One can purchase commercial, technology-based exergames such as Nintendo Wii Fit or Xbox Kinect games; however, the authors developed a custom exergame using Phoenix Contact’s Nanoline microcontroller and nano Navigator software flowchart. The beauty of the flowcharting software is that people who have no or little programming experience can easily understand its structure.

Currently, obesity has become one of the major health concerns in the United States. A way to relieve this problem is creating fitness activities using the technology and tools available at hand. “Punching Pad” is a prototype that utilizes Scratch for Arduino software and the Arduino Board to make this possible. This device is not only considered a viable fitness activity, but also it could help to inspire children to build other gadgets that, in fact, would facilitate the acquisition of programming skills and basic electronics concepts.

This paper describes the journey of a group of university students as they worked with underserved middle school students as mentors in a STEM-based afterschool program. Design thinking provided a frame within which students learned how to be mentors, how to create user-centered learning experiences, and how to share their experiences as developing STEM professionals with middle school students.

Middle school is a crucial stage in student development as students prepare for a fast changing future. The science, technology, engineering and mathematics (STEM) skills that students acquire in middle school lay the foundation for a successful career in STEM. Moreover, most STEM occupations require competencies in science, math and logical thinking prior to engagement in problem solving. Therefore, it is vital to prepare and develop interest in middle school students to participate in the future STEM workforce. This study examines the impact of hands-on authentic projects on middle school

The purpose of this study was to determine whether the changes found to occur pre- to post intervention in students' cognitive structures continued to persist two years later. Major findings were: 1) higher-order STEM-related constructs established during the treatment year tended to persist two years later, even as component dispositions varied, and 2) gender differences in level of persistence emerged in only one of the four higher-order constructs identified. For the participants taken as a whole, perceptions of science and STEM as a career became more aligned with interest in being a