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1. Design and Development of a Low-Cost Open-Source Robotics Education Platform

   Darrah, T. ( June 2018 , Proceedings of the 50th International Symposium on Robotics. Munich)

   The impact of robotics has grown beyond research laboratories and industrial facilities into home environments and primary and secondary school classrooms. Of particular interest to us are robots for education. In general, educational robotics kits are expensive and proprietary, or cheap and unreliable. This research seeks to bridge that gap by providing a hands-on open-source robotics learning environment that is both inexpensive and reliable. In this paper, we review the applicability of such environments to support the synergistic learning of computational thinking (CT) and STEM, with an emphasis on Computer Science (CS) concepts and practices. The CT and Advanced Placement CS Principles frameworks (from the US) govern the design and implementation of our system. We discuss the hardware system of the robot and the accompanying software architecture that runs on Linux-based single board computers. We conclude with results from a small pilot study analyzing the usability and curricular effectiveness of the system. 

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2. A Typology of Models for Integrating Computational Thinking in Science (CT+S)

   Krakowski, Ari ; Greenwald, Eric ; Duke, Jake ; Comstock, Meghan ; Roman, Natalie ( May 2021 , RESPECT 2021: IEEE STCBP Conference for Research on Equity and Sustained Participation in Engineering, Computing, and Technology)

   null (Ed.)

   In order to expand opportunities to learn computer science (CS),there is a growing push for inclusion of CS concepts and practices, such as computational thinking (CT), in required subjects like science. Integrated, transdisciplinary (CS/CT+X) approaches have shown promise for broadening access to CS and CT learning opportunities, addressing potential self-selection bias associated with elective CS coursework and afterschool programs, and promotinga more expansive and authentic contextualization of CS work. Emerging research also points to pedagogical strategies that can transcend simply broadening access, by also working to confront barriers to equitable and inclusive engagement in CS. Yet, approaches to integration vary widely, and there is little consensus on whether and how different models for CS and CT integration contribute to desired outcomes. There has also been little theory development that can ground systematic examination of the affordances and tradeoffs of different models. Toward that end, we propose a typology through which to examine CT integration in science (CT+S). The purpose of delineating a typology of CT+S integration is to encourage instantiation, implementation, and inspection of different models for integration, and to promote shared understanding among learning designers, researchers, and practitioners working at the intersection of CT and science. For each model in the typology, we characterize how CT+S integration is accomplished, the ways in which CT learning supports science learning, and the affordances and tensions for equity and inclusion that may arise upon implementation in science classrooms. 

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3. Developing Pedagogical Practices That Support Disciplinary Practices When Integrating Computer Science Into Elementary School Curriculum

   Sullivan, Florence ; Enrique Suárez ; Emrah Pektas ; and Lian Duan. ( June 2020 , Proceedings of the 14th International Conference on the Learning Sciences)

   There is a growing movement seeking to promote Computer Science (CS) and Computational Thinking (CT) across K-8 education. While advantageous for supporting student learning through engaging in complex and interdisciplinary learning, integrating CS/CT into the elementary school curriculum can pose curricular and pedagogical challenges. For one, teachers themselves must understand the concepts and disciplinary practices associated with CS/CT and the other content areas being integrated, as well as develop a related pedagogical repertoire. This study addresses how two 3rd grade teachers made sense of the intersection of disciplinary practices and pedagogical practices to support student learning. We present preliminary findings from a Research-Practice Partnership that worked with elementary teachers to integrate aspects of CS/CT practice into existing content areas. We identified two main disciplinary activities that drove their curriculum design and pedagogical practices: (1) the importance of productive frustration and failure; and (2) the importance of precision 

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4. Development of a Lean Computational Thinking Abilities Assessment for Middle Grades Students

   https://doi.org/10.1145/3287324.3287390  

   Wiebe, Eric ; London, Jennifer ; Aksit, Osman ; Mott, Bradford W. ; Boyer, Kristy Elizabeth ; Lester, James C. ( February 2019 , Proceedings of the 50th ACM Technical Symposium on Computer Science Education)

   The recognition of middle grades as a critical juncture in CS education has led to the widespread development of CS curricula and integration efforts. The goal of many of these interventions is to develop a set of underlying abilities that has been termed computational thinking (CT). This goal presents a key challenge for assessing student learning: we must identify assessment items associated with an emergent understanding of key cognitive abilities underlying CT that avoid specialized knowledge of specific programming languages. In this work we explore the psychometric properties of assessment items appropriate for use with middle grades (US grades 6-8; ages 11-13) students. We also investigate whether these items measure a single ability dimension. Finally, we strive to recommend a "lean" set of items that can be completed in a single 50-minute class period and have high face validity. The paper makes the following contributions: 1) adds to the literature related to the emerging construct of CT, and its relationship to the existing CTt and Bebras instruments, and 2) offers a research-based CT assessment instrument for use by both researchers and educators in the field. 

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5. Integrating Computational Thinking in STEM Education: A Literature Review

   https://doi.org/10.1007/s10763-021-10227-5  

   Wang, Changzhao ; Shen, Ji ; Chao, Jie ( November 2021 , International Journal of Science and Mathematics Education)

   Research focusing on the integration of computational thinking (CT) into science, technology, engineering, and mathematics (STEM) education started to emerge. We conducted a semi-systematic literature review on 55 empirical studies on this topic. Our findings include: (a) the majority of the studies adopted domain-general definitions of CT and a few proposed domain-specific CT definitions in STEM education; (b) the most popular instructional model was problem-based instruction, and the most popular topic contexts included game design, robotics, and computational modelling; (c) while the assessments of student learning in integrated CT and STEM education targeted different objectives with different formats, about a third of them assessed integrated CT and STEM; (d) about a quarter of the studies reported differential learning processes and outcomes between groups, but very few of them investigated how pedagogical design could improve equity. Based on the findings, suggestions for future research and practice in this field are discussed in terms of operationalizing and assessing CT in STEM contexts, instructional strategies for integrating CT in STEM, and research for broadening participation in integrated CT and STEM education. 

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