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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. "Making" Science Relevant for the 21st Century: Early Lessons from a Research-Practice Partnership

   https://doi.org/10.1145/3311890.3311910  

   Fancsali, Cheri; Mirakhur, Zitsi; Klevan, Sarah; Rivera-Cash, Edgar (March 2019, FabLearn 2019 proceedings)

   The Maker Partnership Program (MPP) is an NSF-supported project that addresses the critical need for models of professional development (PD) and support that help elementary-level science teachers integrate computer science and computational thinking (CS and CT) into their classroom practices. The MPP aims to foster integration of these disciplines through maker pedagogy and curriculum. The MPP was designed as a research-practice partnership that allows researchers and practitioners to collaborate and iteratively design, implement and test the PD and curriculum. This paper describes the key elements of the MPP and early findings from surveys of teachers and students participating in the program. Our research focuses on learning how to develop teachers’ capacity to integrate CS and CT into elementary-level science instruction; understanding whether and how this integrated instruction promotes deeper student learning of science, CS and CT, as well as interest and engagement in these subjects; and exploring how the model may need to be adapted to fit local contexts. Participating teachers reported gaining knowledge and confidence for implementing the maker curriculum through the PDs. They anticipated that the greatest implementation challenges would be lack of preparation time, inaccessible computer hardware, lack of administrative support, and a lack of CS knowledge. Student survey results show that most participants were interested in CS and science at the beginning of the program. Student responses to questions about their disposition toward collaboration and persistence suggest some room for growth. Student responses to questions about who does CS are consistent with prevalent gender stereotypes (e.g., boys are naturally better than girls at computer programming), particularly among boys. 

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