Pub Date : 2023-02-01DOI: 10.1080/24758779.2023.12318624
Robin Jocius, Jennifer Albert, Rachana Bhonsle, Deepti Joshi, W. Ian O’Byrne, Melanie Blanton
AbstractLearn about a four-year teacher professional development program to support middle and high school content-area teachers in infusing computational thinking into their disciplinary teaching.Keywords: Informal EducationComputer ScienceEquityInquirySTEMTechnology ConclusionBhonsle’s work showcases the power of using computational thinking and computer science education as a tool for connecting communities. Building on her knowledge of CT and her experiences in infusing CT into her science curriculum, Bhonsle created a program that raised awareness of the importance of CT and CS education within her community, built a pipeline of students interested in CT and CS, and created lasting change in regard to access and opportunity to participate in CT and CS. Most importantly, her work provided students with opportunities to imagine new possible futures where computer science plays a key role in shaping their postsecondary education and career options.This work illustrates the power of professional learning experiences that center teacher autonomy and expertise. While Infusing Computing was originally designed to build a community of content area teachers to support CT infusion into content area, the IC Partner Grant program afforded teachers the opportunity to shape their own projects that were responsive to the needs of their students and communities. As Bhonsle’s project demonstrates, teachers recognized the promise in building synergistic connections among school-based CT learning, out-of-school learning, and their communities. As educators within and across formal and informal learning environments envision and implement their own CT and CS education programs, they also create more authentic and meaningful opportunities for learners to develop essential 21st-century skills.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grants No. 1742332 and 1742351.Additional informationNotes on contributorsRobin JociusRobin Jocius is an associate professor at The University of Texas at Arlington in Arlington, Texas. Jennifer L. Albert is Director of the STEM Center at The Citadel - Zucker Family School of Education in Charleston, South Carolina. Rachana Bhonsle is a science educator and robotics coach at Colleton County School District in Walterboro, South Carolina. Deepti Joshi is an associate professor at The Citadel - Swain Family School of Science and Mathematics in Charleston, South Carolina. W. Ian O’Byrne is an associate professor at the College of Charleston in Charleston, South Carolina. Melanie Blanton is a doctoral student at Texas Tech University in Lubbock, Texas.Jennifer AlbertRobin Jocius is an associate professor at The University of Texas at Arlington in Arlington, Texas. Jennifer L. Albert is Director of the STEM Center at The Citadel - Zucker Family School of Education in Charleston, South Carolina. Rachana Bhonsle is a science educator and robotics coach at Colleton County School Distric
Rachana Bhonsle是南卡罗来纳州沃尔特伯勒科尔顿县学区的科学教育家和机器人教练。Deepti Joshi是南卡罗来纳州查尔斯顿斯温家族科学与数学学院的副教授。W. Ian O 'Byrne是南卡罗来纳州查尔斯顿查尔斯顿学院的副教授。梅兰妮·布兰顿(Melanie Blanton)是德克萨斯州拉伯克市德克萨斯理工大学的一名博士生。Melanie BlantonRobin Jocius是德克萨斯州阿灵顿市德克萨斯大学的副教授。Jennifer L. Albert是南卡罗来纳州查尔斯顿的Citadel - Zucker家庭教育学校STEM中心的主任。Rachana Bhonsle是南卡罗来纳州沃尔特伯勒科尔顿县学区的科学教育家和机器人教练。Deepti Joshi是南卡罗来纳州查尔斯顿斯温家族科学与数学学院的副教授。W. Ian O 'Byrne是南卡罗来纳州查尔斯顿查尔斯顿学院的副教授。梅兰妮·布兰顿(Melanie Blanton)是德克萨斯州拉伯克市德克萨斯理工大学的一名博士生。
{"title":"Connecting a Community Through Computational Thinking and Robotics","authors":"Robin Jocius, Jennifer Albert, Rachana Bhonsle, Deepti Joshi, W. Ian O’Byrne, Melanie Blanton","doi":"10.1080/24758779.2023.12318624","DOIUrl":"https://doi.org/10.1080/24758779.2023.12318624","url":null,"abstract":"AbstractLearn about a four-year teacher professional development program to support middle and high school content-area teachers in infusing computational thinking into their disciplinary teaching.Keywords: Informal EducationComputer ScienceEquityInquirySTEMTechnology ConclusionBhonsle’s work showcases the power of using computational thinking and computer science education as a tool for connecting communities. Building on her knowledge of CT and her experiences in infusing CT into her science curriculum, Bhonsle created a program that raised awareness of the importance of CT and CS education within her community, built a pipeline of students interested in CT and CS, and created lasting change in regard to access and opportunity to participate in CT and CS. Most importantly, her work provided students with opportunities to imagine new possible futures where computer science plays a key role in shaping their postsecondary education and career options.This work illustrates the power of professional learning experiences that center teacher autonomy and expertise. While Infusing Computing was originally designed to build a community of content area teachers to support CT infusion into content area, the IC Partner Grant program afforded teachers the opportunity to shape their own projects that were responsive to the needs of their students and communities. As Bhonsle’s project demonstrates, teachers recognized the promise in building synergistic connections among school-based CT learning, out-of-school learning, and their communities. As educators within and across formal and informal learning environments envision and implement their own CT and CS education programs, they also create more authentic and meaningful opportunities for learners to develop essential 21st-century skills.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grants No. 1742332 and 1742351.Additional informationNotes on contributorsRobin JociusRobin Jocius is an associate professor at The University of Texas at Arlington in Arlington, Texas. Jennifer L. Albert is Director of the STEM Center at The Citadel - Zucker Family School of Education in Charleston, South Carolina. Rachana Bhonsle is a science educator and robotics coach at Colleton County School District in Walterboro, South Carolina. Deepti Joshi is an associate professor at The Citadel - Swain Family School of Science and Mathematics in Charleston, South Carolina. W. Ian O’Byrne is an associate professor at the College of Charleston in Charleston, South Carolina. Melanie Blanton is a doctoral student at Texas Tech University in Lubbock, Texas.Jennifer AlbertRobin Jocius is an associate professor at The University of Texas at Arlington in Arlington, Texas. Jennifer L. Albert is Director of the STEM Center at The Citadel - Zucker Family School of Education in Charleston, South Carolina. Rachana Bhonsle is a science educator and robotics coach at Colleton County School Distric","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135201459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01DOI: 10.1080/24758779.2023.12318625
Dorothy Bennett, Cornelia Brunner, Nicholas Hartmann, Stephen Uzzo
AbstractDiscover how games that engage learners in personally and socially meaningful problems can open up computational thinking and computer science to students with a diverse range of learning styles, backgrounds, and interests.Keywords: ElementaryMiddle SchoolInformal EducationEquityInclusionScience and Engineering PracticesTechnology ConclusionWith artificial intelligence, machine learning, and big data rapidly evolving and becoming integral to nearly all aspects of daily living, one of the most pressing challenges for all learners is to develop computational habits of mind that prepare them to navigate and understand complex societal challenges. This requires the ability to critically question, apply, and reimagine how technology can aid in decision-making and problem solving to benefit people’s lives. Games can be a perfect training ground for inviting all kinds of learners to develop these essential skills.AcknowledgmentsThe Pack program was supported by the US Department of Education (Award No. U411C190044), the National Science Foundation (Award No. 1543144), and the JPB Foundation. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the aforementioned funders.Additional informationNotes on contributorsDorothy BennettDorothy Bennett is the Director of Creative Pedagogy, Cornelia Brunner is Developmental Psychologist and Senior Advisor, and Nicholas Hartmann is a Research and Development Assistant, all at the New York Hall of Science - Research Exhibits and Programs in Flushing, New York. Stephen Uzzo is Chief Technology Officer at the National Museum of Mathematics in New York City.Cornelia BrunnerDorothy Bennett is the Director of Creative Pedagogy, Cornelia Brunner is Developmental Psychologist and Senior Advisor, and Nicholas Hartmann is a Research and Development Assistant, all at the New York Hall of Science - Research Exhibits and Programs in Flushing, New York. Stephen Uzzo is Chief Technology Officer at the National Museum of Mathematics in New York City.Nicholas HartmannDorothy Bennett is the Director of Creative Pedagogy, Cornelia Brunner is Developmental Psychologist and Senior Advisor, and Nicholas Hartmann is a Research and Development Assistant, all at the New York Hall of Science - Research Exhibits and Programs in Flushing, New York. Stephen Uzzo is Chief Technology Officer at the National Museum of Mathematics in New York City.Stephen UzzoDorothy Bennett is the Director of Creative Pedagogy, Cornelia Brunner is Developmental Psychologist and Senior Advisor, and Nicholas Hartmann is a Research and Development Assistant, all at the New York Hall of Science - Research Exhibits and Programs in Flushing, New York. Stephen Uzzo is Chief Technology Officer at the National Museum of Mathematics in New York City.
{"title":"Using Open-World Games to Support Inclusive Approaches to Computational Thinking","authors":"Dorothy Bennett, Cornelia Brunner, Nicholas Hartmann, Stephen Uzzo","doi":"10.1080/24758779.2023.12318625","DOIUrl":"https://doi.org/10.1080/24758779.2023.12318625","url":null,"abstract":"AbstractDiscover how games that engage learners in personally and socially meaningful problems can open up computational thinking and computer science to students with a diverse range of learning styles, backgrounds, and interests.Keywords: ElementaryMiddle SchoolInformal EducationEquityInclusionScience and Engineering PracticesTechnology ConclusionWith artificial intelligence, machine learning, and big data rapidly evolving and becoming integral to nearly all aspects of daily living, one of the most pressing challenges for all learners is to develop computational habits of mind that prepare them to navigate and understand complex societal challenges. This requires the ability to critically question, apply, and reimagine how technology can aid in decision-making and problem solving to benefit people’s lives. Games can be a perfect training ground for inviting all kinds of learners to develop these essential skills.AcknowledgmentsThe Pack program was supported by the US Department of Education (Award No. U411C190044), the National Science Foundation (Award No. 1543144), and the JPB Foundation. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the aforementioned funders.Additional informationNotes on contributorsDorothy BennettDorothy Bennett is the Director of Creative Pedagogy, Cornelia Brunner is Developmental Psychologist and Senior Advisor, and Nicholas Hartmann is a Research and Development Assistant, all at the New York Hall of Science - Research Exhibits and Programs in Flushing, New York. Stephen Uzzo is Chief Technology Officer at the National Museum of Mathematics in New York City.Cornelia BrunnerDorothy Bennett is the Director of Creative Pedagogy, Cornelia Brunner is Developmental Psychologist and Senior Advisor, and Nicholas Hartmann is a Research and Development Assistant, all at the New York Hall of Science - Research Exhibits and Programs in Flushing, New York. Stephen Uzzo is Chief Technology Officer at the National Museum of Mathematics in New York City.Nicholas HartmannDorothy Bennett is the Director of Creative Pedagogy, Cornelia Brunner is Developmental Psychologist and Senior Advisor, and Nicholas Hartmann is a Research and Development Assistant, all at the New York Hall of Science - Research Exhibits and Programs in Flushing, New York. Stephen Uzzo is Chief Technology Officer at the National Museum of Mathematics in New York City.Stephen UzzoDorothy Bennett is the Director of Creative Pedagogy, Cornelia Brunner is Developmental Psychologist and Senior Advisor, and Nicholas Hartmann is a Research and Development Assistant, all at the New York Hall of Science - Research Exhibits and Programs in Flushing, New York. Stephen Uzzo is Chief Technology Officer at the National Museum of Mathematics in New York City.","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135201457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01DOI: 10.1080/24758779.2023.12318620
Beth Murphy
AbstractEvery now and then, I think of how much schooling has changed since I was a kid. This is true across all disciplines, and certainly when it comes to science-related subjects. Honestly, as I write this, only a single science memory from before ninth grade comes to mind: learning about archaeological discoveries from textbook and film. I must admit, though, the fact that I remember this is most likely because my classmate Rusty ran around the wooded part of our schoolyard during recess for the better part of a week pretending he was Dr. Richard Leakey digging up Homo sapiens skulls, not because of any classroom lesson. Clearly, Rusty found the textbook reading to be inspiring; I doubt it worked out that way for most of my classmates. Looking back, I realize that I went into science because I liked solving word problems, not because I wanted to be a scientist or, frankly, really understood what the job of a scientist was like. When I was a graduate student and even an early-career college professor, I struggled with coming up with my own questions to investigate because my prior experience honing this skill was so limited. I think of how much better prepared I would have been if I learned science as it is being taught now.Keywords: Informal Education Additional informationNotes on contributorsBeth MurphyBeth Murphy, PhD (bmurphy@nsta.org), is field editor for Connected Science Learning and an independent STEM education consultant with expertise in fostering collaboration between organizations and schools, providing professional learning experiences for educators, and implementing program evaluation that supports practitioners to do their best work.
{"title":"Computational Thinking and Why It Matters","authors":"Beth Murphy","doi":"10.1080/24758779.2023.12318620","DOIUrl":"https://doi.org/10.1080/24758779.2023.12318620","url":null,"abstract":"AbstractEvery now and then, I think of how much schooling has changed since I was a kid. This is true across all disciplines, and certainly when it comes to science-related subjects. Honestly, as I write this, only a single science memory from before ninth grade comes to mind: learning about archaeological discoveries from textbook and film. I must admit, though, the fact that I remember this is most likely because my classmate Rusty ran around the wooded part of our schoolyard during recess for the better part of a week pretending he was Dr. Richard Leakey digging up Homo sapiens skulls, not because of any classroom lesson. Clearly, Rusty found the textbook reading to be inspiring; I doubt it worked out that way for most of my classmates. Looking back, I realize that I went into science because I liked solving word problems, not because I wanted to be a scientist or, frankly, really understood what the job of a scientist was like. When I was a graduate student and even an early-career college professor, I struggled with coming up with my own questions to investigate because my prior experience honing this skill was so limited. I think of how much better prepared I would have been if I learned science as it is being taught now.Keywords: Informal Education Additional informationNotes on contributorsBeth MurphyBeth Murphy, PhD (bmurphy@nsta.org), is field editor for Connected Science Learning and an independent STEM education consultant with expertise in fostering collaboration between organizations and schools, providing professional learning experiences for educators, and implementing program evaluation that supports practitioners to do their best work.","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135201458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01DOI: 10.1080/24758779.2023.12318623
Devon M. Christman, Collin Lejano, Kaylee Laub, Liliana Garcia, Matthew Bennett, David Gonzalez-Maldonado, Tianle Liu, Grace Williams, Danielle Harlow, Diana Franklin, Emily Edwards
AbstractThe National Quantum Initiative (NQI) Act emphasizes the importance of meeting the demands of the rapidly growing quantum information science (QIS) industry (CitationH.R.6227, 2018). The first priority listed in the act is “to expand the number of researchers, educators, and students with training in quantum information science and technology to develop a workforce pipeline” (CitationH.R.6227, 2018). QIS leverages quantum mechanical effects for applications in computing, sensing, and communication. Quantum mechanical effects are often first introduced in undergraduate physics, computer science, or chemistry courses and requires extensive prerequisite knowledge in those fields.Keywords: Middle SchoolHigh SchoolInformal EducationComputer ScienceSTEM AcknowledgmentThis material is based upon work supported by the National Science Foundation under Grant No. 2115780 and 2115843.Additional informationNotes on contributorsDevon M. ChristmanDevon M. Christman is a PhD candidate, Collin Lejano is an undergraduate student, Kaylee Laub is a PhD student, Liliana Garcia is a PhD student, Danielle Harlow is a professor, and Matthew Bennett is a PhD student, all at the University of California - Gevirtz Graduate School of Education in Santa Barbara, California. David Gonzalez-Maldonado is a PhD student, Tianle Liu is a MPCS graduate, Grace Williams is a PhD student, and Diana Franklin is an associate professor, all at the University of Chicago College in Chicago. Emily Edwards is the Executive Director of IQUIST at the University of Illinois in Urbana-Champaign.Collin LejanoDevon M. Christman is a PhD candidate, Collin Lejano is an undergraduate student, Kaylee Laub is a PhD student, Liliana Garcia is a PhD student, Danielle Harlow is a professor, and Matthew Bennett is a PhD student, all at the University of California - Gevirtz Graduate School of Education in Santa Barbara, California. David Gonzalez-Maldonado is a PhD student, Tianle Liu is a MPCS graduate, Grace Williams is a PhD student, and Diana Franklin is an associate professor, all at the University of Chicago College in Chicago. Emily Edwards is the Executive Director of IQUIST at the University of Illinois in Urbana-Champaign.Kaylee LaubDevon M. Christman is a PhD candidate, Collin Lejano is an undergraduate student, Kaylee Laub is a PhD student, Liliana Garcia is a PhD student, Danielle Harlow is a professor, and Matthew Bennett is a PhD student, all at the University of California - Gevirtz Graduate School of Education in Santa Barbara, California. David Gonzalez-Maldonado is a PhD student, Tianle Liu is a MPCS graduate, Grace Williams is a PhD student, and Diana Franklin is an associate professor, all at the University of Chicago College in Chicago. Emily Edwards is the Executive Director of IQUIST at the University of Illinois in Urbana-Champaign.Liliana GarciaDevon M. Christman is a PhD candidate, Collin Lejano is an undergraduate student, Kaylee Laub is a PhD student, Liliana Garcia is
{"title":"Adventures in Quander","authors":"Devon M. Christman, Collin Lejano, Kaylee Laub, Liliana Garcia, Matthew Bennett, David Gonzalez-Maldonado, Tianle Liu, Grace Williams, Danielle Harlow, Diana Franklin, Emily Edwards","doi":"10.1080/24758779.2023.12318623","DOIUrl":"https://doi.org/10.1080/24758779.2023.12318623","url":null,"abstract":"AbstractThe National Quantum Initiative (NQI) Act emphasizes the importance of meeting the demands of the rapidly growing quantum information science (QIS) industry (CitationH.R.6227, 2018). The first priority listed in the act is “to expand the number of researchers, educators, and students with training in quantum information science and technology to develop a workforce pipeline” (CitationH.R.6227, 2018). QIS leverages quantum mechanical effects for applications in computing, sensing, and communication. Quantum mechanical effects are often first introduced in undergraduate physics, computer science, or chemistry courses and requires extensive prerequisite knowledge in those fields.Keywords: Middle SchoolHigh SchoolInformal EducationComputer ScienceSTEM AcknowledgmentThis material is based upon work supported by the National Science Foundation under Grant No. 2115780 and 2115843.Additional informationNotes on contributorsDevon M. ChristmanDevon M. Christman is a PhD candidate, Collin Lejano is an undergraduate student, Kaylee Laub is a PhD student, Liliana Garcia is a PhD student, Danielle Harlow is a professor, and Matthew Bennett is a PhD student, all at the University of California - Gevirtz Graduate School of Education in Santa Barbara, California. David Gonzalez-Maldonado is a PhD student, Tianle Liu is a MPCS graduate, Grace Williams is a PhD student, and Diana Franklin is an associate professor, all at the University of Chicago College in Chicago. Emily Edwards is the Executive Director of IQUIST at the University of Illinois in Urbana-Champaign.Collin LejanoDevon M. Christman is a PhD candidate, Collin Lejano is an undergraduate student, Kaylee Laub is a PhD student, Liliana Garcia is a PhD student, Danielle Harlow is a professor, and Matthew Bennett is a PhD student, all at the University of California - Gevirtz Graduate School of Education in Santa Barbara, California. David Gonzalez-Maldonado is a PhD student, Tianle Liu is a MPCS graduate, Grace Williams is a PhD student, and Diana Franklin is an associate professor, all at the University of Chicago College in Chicago. Emily Edwards is the Executive Director of IQUIST at the University of Illinois in Urbana-Champaign.Kaylee LaubDevon M. Christman is a PhD candidate, Collin Lejano is an undergraduate student, Kaylee Laub is a PhD student, Liliana Garcia is a PhD student, Danielle Harlow is a professor, and Matthew Bennett is a PhD student, all at the University of California - Gevirtz Graduate School of Education in Santa Barbara, California. David Gonzalez-Maldonado is a PhD student, Tianle Liu is a MPCS graduate, Grace Williams is a PhD student, and Diana Franklin is an associate professor, all at the University of Chicago College in Chicago. Emily Edwards is the Executive Director of IQUIST at the University of Illinois in Urbana-Champaign.Liliana GarciaDevon M. Christman is a PhD candidate, Collin Lejano is an undergraduate student, Kaylee Laub is a PhD student, Liliana Garcia is","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135201462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01DOI: 10.1080/24758779.2023.12318621
Kelsie N. Fowler
AbstractExplore how educators use the Critical Community Science Tool to plan projects that support teaching for environmental justice.Keywords: Informal EducationCitizen ScienceEnvironmental ScienceEquityPhenomenaProfessional Learning AcknowledgmentsThis work continues thanks to the brilliant work of youth scientists and community members in Bahía de los Ángeles and support by the NOAA Marine Debris Prevention program. Additional informationNotes on contributorsKelsie N. FowlerKelsie N. Fowler is a Postdoctoral Scholar in Climate Justice Education and Instructor of Secondary Science Methods at the University of Washington – College of Education in Seattle, Washington.
摘要探讨教育工作者如何使用关键社区科学工具来规划支持环境正义教学的项目。关键词:非正式教育公民科学环境科学公平现象专业学习致谢感谢青年科学家和社区成员在Bahía de los Ángeles的杰出工作以及NOAA海洋垃圾预防计划的支持，这项工作得以继续。作者简介:kelsie N. Fowler是华盛顿大学西雅图教育学院气候正义教育博士后学者和中学科学方法讲师。
{"title":"Designing, Sustaining, and Evaluating Environmental Justice Projects: The Critical Community Science Tool","authors":"Kelsie N. Fowler","doi":"10.1080/24758779.2023.12318621","DOIUrl":"https://doi.org/10.1080/24758779.2023.12318621","url":null,"abstract":"AbstractExplore how educators use the Critical Community Science Tool to plan projects that support teaching for environmental justice.Keywords: Informal EducationCitizen ScienceEnvironmental ScienceEquityPhenomenaProfessional Learning AcknowledgmentsThis work continues thanks to the brilliant work of youth scientists and community members in Bahía de los Ángeles and support by the NOAA Marine Debris Prevention program. Additional informationNotes on contributorsKelsie N. FowlerKelsie N. Fowler is a Postdoctoral Scholar in Climate Justice Education and Instructor of Secondary Science Methods at the University of Washington – College of Education in Seattle, Washington.","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135201461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1080/24758779.2023.12288878
Patricia J. Allen, G. Noam
{"title":"Building Consensus for Integrated STEM and Social-Emotional Development: From Convening to Implementation","authors":"Patricia J. Allen, G. Noam","doi":"10.1080/24758779.2023.12288878","DOIUrl":"https://doi.org/10.1080/24758779.2023.12288878","url":null,"abstract":"","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77978731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1080/24758779.2023.12288877
Alicia Christensen, C. Welton-Mitchell, A. Gold, L. James, L. Zeitz
{"title":"Beyond Doom and Gloom: Teaching Climate Change to Foster Empowerment","authors":"Alicia Christensen, C. Welton-Mitchell, A. Gold, L. James, L. Zeitz","doi":"10.1080/24758779.2023.12288877","DOIUrl":"https://doi.org/10.1080/24758779.2023.12288877","url":null,"abstract":"","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77835024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-01DOI: 10.1080/24758779.2020.12318732
Heather Lavigne, Ashley E. Lewis Presser, Deborah Rosenfeld, Marisa Wolsky, Jessica Andrews
{"title":"Creating a Preschool Computational-Thinking Learning Blueprint to Guide the Development of Learning Resources for Young Children","authors":"Heather Lavigne, Ashley E. Lewis Presser, Deborah Rosenfeld, Marisa Wolsky, Jessica Andrews","doi":"10.1080/24758779.2020.12318732","DOIUrl":"https://doi.org/10.1080/24758779.2020.12318732","url":null,"abstract":"","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":" July","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141218745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-01DOI: 10.1080/24758779.2020.12318729
R. Hougham, Isabelle Herde, Jennifer Loveland, Sarah Olsen, Tempestt Morgan, Maggie Steinhauer, Zoë Goodrow, Max Myers, Sarah Oszuscik
{"title":"Science to Story, Story to Social","authors":"R. Hougham, Isabelle Herde, Jennifer Loveland, Sarah Olsen, Tempestt Morgan, Maggie Steinhauer, Zoë Goodrow, Max Myers, Sarah Oszuscik","doi":"10.1080/24758779.2020.12318729","DOIUrl":"https://doi.org/10.1080/24758779.2020.12318729","url":null,"abstract":"","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"115 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141217701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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