More Like this

1. The biodesign studio: Constructions and reflections of high school youth on making with living media

   https://doi.org/10.1111/bjet.13081  

   Walker, Justice T. ; Kafai, Yasmin B. ( March 2021 , British Journal of Educational Technology)

   Most constructionist efforts have focused on supporting learners with tools for designing with digital and/or physical media. Recent developments in life sciences now allow K‐12 learners to design with living materials, or to biodesign. In this paper, we report on the development of a biodesign studio activity called biocakes wherein teams of high school youth genetically modified a yeast strain to bake a nutrient fortified food product. Using a qualitative deductive analysis of classroom observations, interviews and projects, we examined high school youth experiences and reflections of these activities to answer three research questions: (1) What kind of artefacts did youth make with living media? (2) How did youth engage in biodesign? and (3) What did youth have to say about their biodesign experiences? We discuss how our analyses of biodesign applications highlight the importance of assembly practices, social engagement and imaginative design for constructionist learning. These insights provide compelling examples for designing with living media in K‐12 education.

   What is already known about this topic?

   Constructionist perspectives shape important ideas about what we know about science learning, and notably in computer science fields.

   One widely taken up example includes making, where learners use crafts to make interactive computational objects.

   In life science, constructionism also provides insights about learning using digital media to model biological systems or interact with living materials.

   What this paper adds?

   This paper extends these perspectives by examining production and engagement when learners constructwithliving materials—an approach that has only recently been possible with the development of accessible wet lab tools.

   We frame learning activities as a studio model—that emphasised application design, iteration and critique—to better assess the roles assembly, construction and speculative design play in production that uses living materials.

   Our findings suggest that assembly is important for creating accessible points of entry to complex biological fabrication processes.

   We also find that speculative design provides an opportunity for learners to extend their existing abilities beyond what is otherwise available given their expertise or access to resources, and thus expansively explore related ideas.

   Implications for practice and/or policy

   Assembly and speculative design have important places in constructionist‐driven production with living materials and could, therefore, be leveraged in practice.

    

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2. Seamfulness and Culturally Responsive Computing

   https://doi.org/10.1109/RESPECT55273.2022.00014  

   Dixon, Colin. ; Hsi, Sherry. ; Oh, HyunJoo. ( May 2021 , Conference on Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT))

   To make computer science (CS) more equitable, many educational efforts are shifting foci from access and content understanding to include identification, agency, and social change. As part of these efforts, we look at how learners perceive themselves in relation to what they believe CS is and what it means to participate in CS. Informed by three design lenses, unblackboxing, culturally responsive computing, and creative production, we designed a physical computing kit and activities. Drawing from qualitative analysis of interviews, artifacts, and observation of six young people in a weeklong summer workshop, we report on the experiences of two young Black women designers. We found that using these materials young people were able to: leverage personal goals and prior experiences in computing work; feel as if they were figuring out computing systems; and recognize computational technologies as created by people for particular purposes. We observed that while the mix of materials and activities created some frustration for participants, it also prompted processes of community building and inquiry. We discuss implications for design of computational tools in equity-centered CS education and pose seamfulness as an emergent heuristic when designing for learning that engages young people with the social, not just material, systems of computing. 

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3. Emergent Bilingual Middle Schoolers’ Syncretic Reasoning in Statistical Modeling

   https://doi.org/10.1177/01614681221104141  

   Radke, Sarah C. ; Vogel, Sara E. ; Ma, Jasmine Y. ; Hoadley, Christopher ; Ascenzi-Moreno, Laura ( May 2022 , Teachers College Record: The Voice of Scholarship in Education)

   Background/Context: Bi/multilingual students’ STEM learning is better supported when educators leverage their language and cultural practices as resources, but STEM subject divisions have been historically constructed based on oppressive, dominant values and exclude the ways of knowing of nondominant groups. Truly promoting equity requires expanding and transforming STEM disciplines. Purpose/Objective/Research Question/Focus of Study: This article contributes to efforts to illuminate emergent bi/multilingual students’ ways of knowing, languaging, and doing in STEM. We follow the development of syncretic literacies in relation to translanguaging practices, asking, How do knowledges and practices from different communities get combined and reorganized by students and teachers in service of new modeling practices? Setting and Participants: We focus on a seventh-grade science classroom, deliberately designed to support syncretic literacies and translanguaging practices, where computer science concepts were infused into the curriculum through modeling activities. The majority of the students in the bilingual program had arrived in the United States at most three years before enrolling, from the Caribbean and Central and South America. Research Design: We analyze one lesson that was part of a larger research–practice partnership focused on teaching computer science through leveraging translanguaging practices and syncretic literacies. The lesson was a modeling and computing activity codesigned by the teacher and two researchers about post–Hurricane María outmigration from Puerto Rico. Analysis used microethnographic methods to trace how students assembled translanguaging, social, and schooled practices to make sense of and construct models. Findings/Results: Findings show how students assembled representational forms from a variety of practices as part of accomplishing and negotiating both designed and emergent goals. These included sensemaking, constructing, explaining, justifying, and interpreting both the physical and computational models of migration. Conclusions/Recommendations: Implications support the development of theory and pedagogy that intentionally make space for students to engage in meaning-making through translanguaging and syncretic practices in order to provide new possibilities for lifting up STEM learning that may include, but is not constrained by, disciplinary learning. Additional implications for teacher education and student assessment practices call for reconceptualizing schooling beyond day-to-day curriculum as part of making an ontological shift away from prioritizing math, science, and CS disciplinary and language objectives as defined by and for schooling, and toward celebrating, supporting, and centering students’ diverse, syncretic knowledges and knowledge use. 

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4. Uncertainty quantification in molecular simulations with dropout neural network potentials

   https://doi.org/10.1038/s41524-020-00390-8  

   Wen, Mingjian ; Tadmor, Ellad B. ( August 2020 , npj Computational Materials)

   Machine learning interatomic potentials (IPs) can provide accuracy close to that of first-principles methods, such as density functional theory (DFT), at a fraction of the computational cost. This greatly extends the scope of accurate molecular simulations, providing opportunities for quantitative design of materials and devices on scales hitherto unreachable by DFT methods. However, machine learning IPs have a basic limitation in that they lack a physical model for the phenomena being predicted and therefore have unknown accuracy when extrapolating outside their training set. In this paper, we propose a class of Dropout Uncertainty Neural Network (DUNN) potentials that provide rigorous uncertainty estimates that can be understood from both Bayesian and frequentist statistics perspectives. As an example, we develop a DUNN potential for carbon and show how it can be used to predict uncertainty for static and dynamical properties, including stress and phonon dispersion in graphene. We demonstrate two approaches to propagate uncertainty in the potential energy and atomic forces to predicted properties. In addition, we show that DUNN uncertainty estimates can be used to detect configurations outside the training set, and in some cases, can serve as a predictor for the accuracy of a calculation.

    

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5. Supporting collaborative classroom networks through technology: An actor network theory approach to understanding social behaviours and design

   https://doi.org/10.1111/bjet.13274  

   Kumar, Vishesh ; Tissenbaum, Mike ( September 2022 , British Journal of Educational Technology)

   This paper presents an implementation of Connected Spaces (CxS)—an ambient help seeking interface designed and developed for a project‐based computing classroom. We use actor network theory (ANT) to provide an underutilized posthumanist lens to understand the creation of collaborative connections in this Computational Action‐based implementation. Posthumanism offers an emerging and critical extension to sociocultural perspectives on understanding learning, by pushing us to decenter the human, and consider the active roles that human and non‐human entities play in learning environments by actively shaping each other. We analyse how students in this class adjusted their help‐seeking and collaborative habits following the introduction of CxS, a tool designed to foster (more inter‐group) collaboration. ANT proposes generalized symmetry—a principle of considering human, non‐human and more than human entities with equivalent and comparable agency, leading to describing phenomena as networks of actors in different evolving relationships with each other. Analysing collaborative interactions as fostered by CxS using an ANT approach supports design‐based research—an iterative design revision process highlighting understandings about design as well as learning—by providing a temporal and informative lens into the relationship between actors and tools within the environment. Our key findings include a framing of technologies in classrooms as bridgingagentic gapsbetween students and becoming actors engaging in different behaviours; learners enacting new agencies through technologies (for instance a more comfortable non‐intrusive help seeker), and the need for voicing and teachers to connect help networks in CxS equipped classrooms.

   What is already known about this topic

   Collaborative learning is a valuable skill and practice; opportunities to mentor others are critical in empowering minoritized learners, especially in STEM and computing disciplines.

   School norms solidify a power and expertise hierarchy between teachers and learners and fail to productively support learners in learning from each other.

   Additionally, lack of awareness about peers' knowledge is a common hindrance in students knowing who to ask for help and how.

   What this paper adds

   An example of a designed interface called Connected Spaces with potential to foster more inter‐student collaboration, especially outside of mandated within‐group collaboration—in the form of cross‐group help seeking and help giving.

   A design based research study using actor network theory highlighting the limitations of Connected Spaces in sparking notable behaviour change among students by itself but being retooled as a teacher support tool in enabling cross‐group collaborations.

   Presenting conceptions of collaboration through technologies as bridging agentic gaps and acting with new agencies in performing help‐seeking related actions.

   Provoking the idea of testing emerging technologies in classrooms along with sharing our analyses and reflections with the classroom as a key idea in computing education—surfacing the gap between designed intentions and the different kinds of extra social work needed in the on‐ground success of different technologies.

   Implications for practice and/or policy

   Designers and researchers should create and test more interfaces alongside teachers across different classrooms and contexts aimed at supporting different kinds of voluntary collaborative interactions.

   Curricula, standards and school practices should further center providing students with opportunities to engage as mentors and build communities of learning across disciplines to empower minoritized students.

   Researchers engaging in design based research should consider using more posthumanist lenses to examine educational technologies and how they affect change in learning environments.

    

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