ITEST Resources

This paper explores how FUSE Studios are organized, describing key design elements, the ways these differ from a traditional classroom model, and the types of diverse learning arrangements that emerge. Data in this paper was primarily collected from five classrooms in the 2013-14 school year and the analysis was refined through discussions within the research team about ongoing data collection during the 2014-15 (one classroom) and 2015- 16 (seven classrooms) school years. [See pages 1025-1032]

Traditional methods of STEM education position the child as a novice and create narrow opportunities for children to demonstrate and constructively utilize their developing skills, related interests and capabilities, perhaps even inadvertently suppressing them (Stevens, 2000; Bevan, Bell, Stevens, & Razfar, 2012; Barron, 2006). Researchers have explored expertise in terms of domain mastery (Ericsson, Krampe, & Tesch-Romer, 1993), developed models for how novices become domain experts (Alexander, 2003), and discussed pathways along which students move in developing science expertise (Schwarz et

This book offers math educators strategies and resources for putting that principle into practice.

The ideas in this article resulted from many years of research in engineering, physics, computer, and cognitive sciences, as well as teaching experience in college and secondary schools. While its main purpose is to discuss the universality of modeling and simulation process and its pedagogical use in teaching, there are several conclusions to be drawn.

The construct of computational thinking (CT) was popularized a decade ago as an “attitude and skillset” for everyone. However, since it is equated with thinking by computer scientists, the teaching of these skills poses many challenges at K-12 because of their reliance on the use of electronic computers and programming concepts that are often found too abstract and difficult by young students. This article links CT – i.e., thinking generated and facilitated by a computational device – to our typical fundamental cognitive processes by using a model of mind that is aligned with research in

A decade of discourse to capture the essence of computational thinking has resulted in a broad set of skills whose teaching continue to pose challenges because of the reliance on the use of electronic computers and programming concepts. This article not only links computational thinking skills to fundamental cognitive competencies but also describes pedagogical tools that have proven effective in teaching them at early ages.

This publication reports on how to use engineering design to solve problems by students in Grade 6-8. It is approximately $25 per class (if you already own a 3-D printer).