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).

Discovery-based science education represents a structured alternative to open-ended forms of hands-on inquiry that is now being employed in a number of secondary and post-secondary settings to address science education reform agendas. In the context of molecular life science education, this particular form of instruction links domain knowledge, laboratory methods, and bioinformatics (or computational biology) within the framework of a complete and integrated analytic workflow that culminates in a tangible scientific output and a bona fide contribution to a particular body of scientific

Desktop manufacturing systems such as 3D printers and computer-controlled die cutters have recently become affordable in schools. Because this technology is evolving rapidly, considerable experimentation is occurring as teachers explore opportunities to enhance learning across a range of content areas. Central coordination and planning can facilitate effective use of digital manufacturing technologies in schools. Factors that should be considered include acquisition of technology, placement, and support of the technology, safety, alignment with educational standards and learning objectives