10 research outputs found

    Stitching Codeable Circuits: High School Students\u27 Learning About Circuitry and Coding with Electronic Textiles

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    Learning about circuitry by connecting a battery, light bulb, and wires is a common activity in many science classrooms. In this paper, we expand students’ learning about circuitry with electronic textiles, which use conductive thread instead of wires and sewable LEDs instead of lightbulbs, by integrating programming sensor inputs and light outputs and examining how the two domains interact.We implemented an electronic textiles unit with 23 high school students ages 16–17 years who learned how to craft and code circuits with the LilyPad Arduino, an electronic textile construction kit. Our analyses not only confirm significant increases in students’ understanding of functional circuits but also showcase students’ ability in designing and remixing program code for controlling circuits. In our discussion, we address opportunities and challenges of introducing codeable circuit design for integrating maker activities that include engineering and computing into classrooms

    Design Scaffolding for Computational Making in the Visual Programming Tool ARIS

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    In this thesis, I explore how design scaffolds, or (i.e., intellectual supports) can assist learners engaging with computational making processes. Computational making combines programming with artifact production. Due to the complexity of tasks involved in computational making, there is an increasing need to explore and develop support systems for learners engaging with computational making. With $3,000 funding from Utah State University’s College of Education and Human Services, an undergraduate researcher and I, who both have experience with youth and computational making research, explored how design scaffolds impact youth engaging with computational making processes. To do so, we held a workshop where 11 learners (11 female, ages 11-16) used ARIS, a platform designed for non-programmers to create mobile games. In addition, we interviewed five ARIS designers who were able to evaluate our design scaffolds. We provide insights for improving the use of design scaffolds in computational making with ARIS specifically that also apply broadly to computational making processes. Moreover, we developed an ARIS course that teaches educators to use a design scaffold tool for ARIS. This research provides immediate benefits for educators who access the ARIS course and researchers seeking to improve upon design scaffold research for computational making processes

    “How Am I a Maker Making a Makerspace?” : A Focus on Teachers in Practice Self-Authoring as Makers in Constrained K-8 Spaces

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    Although there has been an abundance of empirical inquiry into making in recent years, interestingly, and despite growing interest in the integration of making into N-12 education, little seems to be known empirically about the ways in which teachers are implementing making and creating makerspaces in their own classrooms. Very little direct attention has been paid to ‘pioneer’ N-12 teachers who are engaging students in making. This gap in the research obscures our understanding of how teachers think about making, how they practice as teachers and makers, and how their school context might influence their teaching and making practices. This multiple-case study asked: In what ways do three K-8 teachers appear to be conceptualizing and implementing making with students? In sum, the three teachers in this study encountered numerous tensions while navigating the contexts of their school, N-12 education, and the Maker Movement as they implemented making in their classrooms. They practiced with a strong sense of agency despite the fact that so many constraints were imposed upon them by more powerful authorities, such as standards-based school reform measures and formal school structures. This in-depth case study contributes new insights into ways in which teachers make decisions about implementing making as a part of their teaching practice and ways in which teachers make use of their agency within the current accountability climate

    Understanding High School Students\u27 Reading, Remixing, and Writing Codeable Circuits for Electronic Textiles

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    In this paper, we examine students? learning about computing by designing, coding, and remixing electronic textiles with sensor inputs and light outputs. We conducted a workshop with 23 high school students ages 16-17 years who learned how to craft and code circuits with the LilyPad Arduino, an electronic textile construction kit. Our analyses not only confirm significant increases in students\u27 understanding of functional circuits but also showcase students\u27 ability in reading, remixing and writing program code for controlling circuits. In our discussion, we address opportunities and challenges of introducing codeable circuit design for integrating maker activities that include engineering and computing into K-12 classrooms

    Developing Computational Thinking Best Practices for Early Childhood Education in Kuwait and the United States

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    Doctor of PhilosophyDepartment of Computer ScienceMajor Professor Not ListedThere are many concerns from early childhood educators regarding allowing children to use technology, pointing to the adverse effects of screen time and barriers such as lack of resources. To support advocating CT in early childhood settings using technology, this dissertation proposes solutions and resources for early childhood educators by highlighting the best practices in using technology as a medium for children to grow and learn while working through the adverse effects. The contribution of this work developed a "bes-T-ech" framework that has been used to develop two programs created based on the gaps in literature reviews. The first one relates to integrating CT into non-CS disciplines, namely drama. The lesson learning objective was delivered using robotic activities with the aim to create a template that can be used as a sample for other educators to align their lessons with CT standards. The second program teaches CT using our suggested Computational Thinking Pedagogical + Framework. The chosen environment is a virtual world (VW) due to the few studies or resources linking early childhood education and VW. Accordingly created a CT VW blueprint. By the same token, three reinforcement experiments were executed to advocate CT into Kuwaiti society. The reinforcements were complemented with a developed STEM model designed to meet the needs of Arabic/Persian Gulf region learners. The first reinforcement investigates the educators' CT awareness and proposes a plan for implementing CT into the Kuwaiti education system. The second reinforcement transferred a successful CT outreach program from a Western country into Kuwait, which brought insight into the CT ability of the young Kuwaiti educators. Compared to U.S. students, they carry a similar trend and gains in CT concepts and program knowledge. The third reinforcement investigates the ability and preferences between males and females, showing that society and maturity factors are the leading two influencers over Kuwait students' STEM choices, reversing the gender stereotype in Kuwait

    Measuring the Scale Outcomes of Curriculum Materials

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    Invention Pedagogy – The Finnish Approach to Maker Education

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    This collection, edited and written by the leading scholars and experts of innovation and maker education in Finland, introduces invention pedagogy, a research-based Finnish approach for teaching and learning through multidisciplinary, creative design and making processes in formal school settings. The book outlines the background of, and need for, invention pedagogy, providing various perspectives for designing and orchestrating the invention process while discusses what can be learnt and how learning happens through inventing. In addition, the book introduces the transformative, school-level innovator agency needed for developing whole schools as innovative communities. Featuring informative case study examples, the volume explores the theoretical, pedagogical, and methodological implications for the research and practice of invention pedagogy in order to further the field and bring new perspectives, providing a new vision for schools for decades to come. Intermixing the results of cutting-edge research and best practice within STEAM-education and invention pedagogy, this book will be essential reading for researchers, students, and scholars of design and technology education, STEM education, teacher education, and learning sciences more broadly

    Invention Pedagogy – The Finnish Approach to Maker Education

    Get PDF
    This collection, edited and written by the leading scholars and experts of innovation and maker education in Finland, introduces invention pedagogy, a research-based Finnish approach for teaching and learning through multidisciplinary, creative design and making processes in formal school settings. The book outlines the background of, and need for, invention pedagogy, providing various perspectives for designing and orchestrating the invention process while discusses what can be learnt and how learning happens through inventing. In addition, the book introduces the transformative, school-level innovator agency needed for developing whole schools as innovative communities. Featuring informative case study examples, the volume explores the theoretical, pedagogical, and methodological implications for the research and practice of invention pedagogy in order to further the field and bring new perspectives, providing a new vision for schools for decades to come. Intermixing the results of cutting-edge research and best practice within STEAM-education and invention pedagogy, this book will be essential reading for researchers, students, and scholars of design and technology education, STEM education, teacher education, and learning sciences more broadly

    Κατηγοριοποίηση και περιληπτικές αποδόσεις εργασιών συνεδρίων της ACM SIGCSE

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    Η παρούσα εργασία αφορά στη μελέτη εργασιών οι οποίες παρουσιάστηκαν στο συνέδριο ACM SIGCSE τις χρονιές 2016, 2017 και 2018. Αρχικά, γίνεται μια κατηγοριοποίηση, με βάση τον κύριο τομέα της Εκπαίδευσης της Πληροφορικής τον οποίο αφορά η κάθε εργασία που παρουσιάστηκε στα προαναφερθέντα συνέδρια. Οι κατηγορίες στις οποίες κατατάχθηκαν τα άρθρα είναι οι εξής: • Αξιολόγηση σπουδαστών • Ασφάλεια και προστασία της ιδιωτικής ζωής • Διαδραστικά περιβάλλοντα μάθησης • Διαφορετικότητα των φύλων/ Πολυπολιτισμικότητα • Εκπαίδευση της Μηχανικής Λογισμικού • Εισαγωγή στην Πληροφορική • Εκπαίδευση της Πληροφορικής • Ενσωμάτωση Πληροφορίας • Ηλεκτρονική μάθηση • Οπτικοποίηση • Πρότυπα αναλυτικά προγράμματα • Πρωτοβάθμια και Δευτεροβάθμια Εκπαίδευση • Συνεργατική Μάθηση • Συστήματα διαχείρισης μάθησης • Υπολογιστική Σκέψη • Υπολογιστικός Αλφαβητισμός Στη συνέχεια, δίνονται περιληπτικές αποδόσεις των εργασιών της χρονιάς 2017 που εμπίπτουν στις παρακάτω επιλεγμένες κατηγορίες: • Αξιολόγηση φοιτητών/μαθητών • Εισαγωγή στην Πληροφορική • Εκπαίδευση της Πληροφορικής • Πρωτοβάθμια και Δευτεροβάθμια Εκπαίδευση • Συνεργατική Μάθηση • Υπολογιστική ΣκέψηThis thesis focuses on the study of papers presented at the ACM SIGCSE conference in the years 2016, 2017 and 2018. Initially, a categorization is defined, based on the main areas of IT education that are included in the aforementioned conferences. The categories in which the articles were classified are: • Student evaluation • Security and Privacy • Interactive learning environments • Gender Diversity / Multiculturalism • Software engineering education • CS1 • Computer Science Education • Integration of Information • E-learning • Visualization • Model curricula • K-12 • Collaborative learning • Computational Thinking • Computing Literacy Afterwards, reviews of the papers of the year 2017 are presented concerning the following categories: • Student evaluation • CS1 • Computer Science Education • K-12 • Collaborative learning • Computational Thinkin
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