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1. In-class Collaborative Learning Environment for Middle School Children: A Usability Study

   https://doi.org/10.1145/3585088.3593915  

   Sultana, Afroza; Bakogeorge, Alex; Tibu, Tudor; Zeng, Litong; Hadinezhad, Shafagh; Zaccagnini, Luigi; Cang, Xuesong; Gnesdilow, Dana; Tarun, Aneesh P.; Puntambekar, Sadhana; et al (June 2023, IDC '23: Proceedings of the 22nd Annual ACM Interaction Design and Children Conference)

   Creating effective middle school STEM curricula requires a combination of individual and collaborative learning. Prior studies showed that finding a proper balance and providing uninterrupted knowledge transmission between different learning modes can be challenging in such mixed pedagogical approaches. In this paper, we present a multi-device interactive educational platform named SimSnap to teach biology curriculum to middle school children. SimSnap facilitates interactions among touchscreen Chromebooks to perform in-class individual and group activities. We present a usability analysis study with eight middle school children where they learn about the influence of temperature on tomato plant growth. Our study demonstrated that SimSnap facilitates group discussions to complete collaborative tasks. It also creates seamless knowledge propagation between prior to current tasks to learn about more complex concepts from previous simpler activities. Middle school children gave overall high usability ratings and positive feedback on SimSnap. This study also helped to outline some design recommendations for future improvements of SimSnap. 

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2. SimSnap: Supporting Collaborative Learning through Reconfigurable Simulations

   Tarun, A.; Andric, V.; Yang, L.; Tibu, T.; Zaccagnini, L.; Litong Zeng L.; Hadinezhad, S.; Cang, X.; Goss, W.; Baker, S.; et al (June 2022, Computersupported collaborative learning)

   Weinberger, A.; Chen, W.; Hernández-Leo, D.; & Chen, B. (Ed.)

   SimSnap responds to the need for a technology-based tool that supports learning at three social planes—individual, small group, and whole-class—while being easy to deploy with minimal technology overhead costs during their uptake. While much research has examined the efficacy of large-scale collaborative systems and individual-oriented learning systems, the intersection of and the movement between the three social planes is under explored. SimSnap is a cross-device, tablet-based platform that facilitates learning science concepts for middle school students through interactive simulations. Students in physical proximity can ‘snap’ their devices together to collaborate on learning activities. SimSnap enables real-time transition between individual and group activities in a classroom by offering reconfigurable simulations. SimSnap also provides an environment where open-ended and task-specific learning trajectories can be explored to maximize students’ learning potential. In this iteration of SimSnap, we have designed and implemented our first curriculum on SimSnap, focusing on plant biology, ecosystems, and genetics. 

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3. SimSnap: Supporting Collaborative Learning through Reconfigurable Simulations

   Tarun, A.P.; Andric, V.; Yang, L.; Tibu, T.; Zaccagnini, L.; Zheng, L.; Hadinezhad, S.; Cang, X; Goss, W.; Baker, S.; et al (June 2022, Computersupported collaborative learning)

   Weinberger, Armin; Chen, Wenli; Hernández-Leo, Davinia; & Chen, Bodong (Ed.)

   SimSnap responds to the need for a technology-based tool that supports learning at three social planes—individual, small group, and whole-class—while being easy to deploy with minimal technology overhead costs during their uptake. While much research has examined the efficacy of large-scale collaborative systems and individual-oriented learning systems, the intersection of and the movement between the three social planes is under explored. SimSnap is a cross-device, tablet-based platform that facilitates learning science concepts for middle school students through interactive simulations. Students in physical proximity can ‘snap’ their devices together to collaborate on learning activities. SimSnap enables real-time transition between individual and group activities in a classroom by offering reconfigurable simulations. SimSnap also provides an environment where open-ended and task-specific learning trajectories can be explored to maximize students’ learning potential. In this iteration of SimSnap, we have designed and implemented our first curriculum on SimSnap, focusing on plant biology, ecosystems, and genetics. 

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4. Identifying a Solar Cell Misconception Held by Middle School Students; Conference Proceedings of the ASQ Advancing STEM Agenda in Education, the Workplace and Society

   Ing, Marsha; Huang, Peter; LaCombe, Nohemi; Martinez, Yahaira; Haberer, Elaine D (July 2011, American Society for Quality)

   The purpose of this study is to describe the effects of collaboration between a university and middle school that was designed to increase middle school students’ knowledge of solar energy. Three undergraduates enrolled in a service-learning course that covered basic solar energy concepts and formative assessment instructional strategies. The focal point of the course was the implementation of several activities in a middle school classroom that addressed middle school students’ misconceptions about solar energy, such as the amount of solar energy production at low temperatures or on a cloudy day. Data from this study include student performance on a written assessment, individual interviews, and student work. Findings suggest that although middle school students who participated in the activities increased their general knowledge of solar cells, many of the students’ conceptions about how exactly solar cells work were fairly persistent. This paper provides useful information on K-12 outreach efforts that can help students acquire the dispositions and knowledge they need in order to participate in STEM fields. 

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5. Creating Opportunities for Reflection: Analyzing Middle School Student Work During a Service-Learning Course on Solar Cells

   https://doi.org/10.24908/ijsle.v7i1.4246  

   Ing, Marsha; Huang, Peter; LaCombe, Nohemi; Martinez-Lopez, Yahaira; Haberer, Elaine D (June 2012, International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship)

   The purpose of this study is to describe how analyzing student work can be used to help undergraduates reflect on the effectiveness of their service-learning experiences. The service-learning collaboration between a university and middle school was designed to increase undergraduates’ and middle school students’ knowledge of solar energy. Three undergraduates enrolled in a service-learning course that covered basic solar energy concepts and formative assessment instructional strategies. The focal point of the course was the implementation of several activities in a middle school classroom that addressed middle school students’ misconceptions about solar energy, such as the amount of solar energy production at low temperatures or on a cloudy day. Data from this study includes student work during a small-group activity on solar cells. Findings suggest that undergraduates can analyze student work and use this information to better understand how their efforts can influence middle school student learning of solar energy. 

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