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This work aims to help high school STEM teachers integrate computational thinking (CT) into their classrooms by engaging teachers as curriculum co-designers. K-12 teachers who are not trained in computer science may not see the value of CT in STEM classrooms and how to engage their students in computational practices that reflect the practices of STEM professionals. To this end, we developed a 4-week professional development workshop for eight science and mathematics high school teachers to co-design computationally enhanced curriculum with our team of researchers. The workshop first provided an introduction to computational practices and tools for STEM education. Then, teachers engaged in co-design to enhance their science and mathematics curricula with computational practices in STEM. Data from surveys and interviews showed that teachers learned about computational thinking, computational tools, coding, and the value of collaboration after the professional development. Further, they were able to integrate multiple computational tools that engage their students in CT-STEM practices. These findings suggest that teachers can learn to use computational practices and tools through workshops, and that teachers collaborating with researchers in co-design to develop computational enhanced STEM curriculum may be a powerful way to engage students and teachers with CT in K-12 classrooms. 

In the decades since Papert published Mindstorms (1980), computation has transformed nearly every branch of scientific practice. Accordingly, there is increasing recognition that computation and computational thinking (CT) must be a core part of STEM education in a broad range of subjects. Previous work has demonstrated the efficacy of incorporating computation into STEM courses and introduced a taxonomy of CT practices in STEM. However, this work rarely involved teachers as more than implementers of units designed by researchers. In The Children’s Machine, Papert asked “What can be done to mobilize the potential force for change inherent in the position of teachers?” (Papert, 1994, pg. 79). We argue that involving teachers as co-design partners supports them to be cultural change agents in education. We report here on the first phase of a research project in which we worked with STEM educators to co-design curricular science units that incorporate computational thinking and practices. Eight high school teachers and one university professor joined nine members of our research team for a month-long Computational Thinking Summer Institute (CTSI). The co-design process was a constructionist design and learning experience for both the teachers and researchers. We focus here on understanding the co-design process and its implications for teachers by asking: (1) How did teachers shift in their attitudes and confidence regarding CT? (2) What different co-design styles emerged and did any tensions arise? Generally, we found that teachers gained confidence and skills in CT and computational tools over the course of the summer. Only one teacher reported a decrease in confidence in one aspect of CT (computational modeling), but this seemed to result from gaining a broader and more nuanced understanding of this rich area. A range of co-design styles emerged over the summer. Some teachers chose to focus on designing the curriculum and advising on the computational tools to be used in it, while leaving the construction of those tools to their co-designers. Other teachers actively participated in constructing models and computational tools themselves. The pluralism of co-design styles allowed teachers of various comfort levels with computation to meaningfully contribute to a computationally enhanced constructionist curriculum. However, it also led to a tension for some teachers between working to finish their curriculum versus gaining experience with computational tools. In the time crunch to complete their unit during CTSI, some teachers chose to save time by working on the curriculum while their co-design partners (researchers) created the supporting computational tools. These teachers still grew in their computational sophistication, but they could not devote as much time as they wanted to their own computational learning. 

Abstract Generative Adversarial Networks trained on samples of simulated or actual events have been proposed as a way of generating large simulated datasets at a reduced computational cost. In this work, a novel approach to perform the simulation of photodetector signals from the time projection chamber of the EXO-200 experiment is demonstrated. The method is based on a Wasserstein Generative Adversarial Network — a deep learning technique allowing for implicit non-parametric estimation of the population distribution for a given set of objects. Our network is trained on real calibration data using raw scintillation waveforms as input. We find that it is able to produce high-quality simulated waveforms an order of magnitude faster than the traditional simulation approach and, importantly, generalize from the training sample and discern salient high-level features of the data. In particular, the network correctly deduces position dependency of scintillation light response in the detector and correctly recognizes dead photodetector channels. The network output is then integrated into the EXO-200 analysis framework to show that the standard EXO-200 reconstruction routine processes the simulated waveforms to produce energy distributions comparable to that of real waveforms. Finally, the remaining discrepancies and potential ways to improve the approach further are highlighted. 

IceCube alert events are neutrinos with a moderate-to-high probability of having astrophysical origin. In this study, we analyze 11 yr of IceCube data and investigate 122 alert events and a selection of high-energy tracks detected between 2009 and the end of 2021. This high-energy event selection (alert events + high-energy tracks) has an average probability of ≥0.5 of being of astrophysical origin. We search for additional continuous and transient neutrino emission within the high-energy events’ error regions. We find no evidence for significant continuous neutrino emission from any of the alert event directions. The only locally significant neutrino emission is the transient emission associated with the blazar TXS 0506+056, with a local significance of 3σ, which confirms previous IceCube studies. When correcting for 122 test positions, the globalp-value is 0.156 and compatible with the background hypothesis. We constrain the total continuous flux emitted from all 122 test positions at 100 TeV to be below 1.2 × 10⁻¹⁵(TeV cm²s)⁻¹at 90% confidence assuming anE⁻²spectrum. This corresponds to 4.5% of IceCube’s astrophysical diffuse flux. Overall, we find no indication that alert events in general are linked to lower-energetic continuous or transient neutrino emission.

 

The origin of high-energy cosmic rays, atomic nuclei that continuously impact Earth’s atmosphere, is unknown. Because of deflection by interstellar magnetic fields, cosmic rays produced within the Milky Way arrive at Earth from random directions. However, cosmic rays interact with matter near their sources and during propagation, which produces high-energy neutrinos. We searched for neutrino emission using machine learning techniques applied to 10 years of data from the IceCube Neutrino Observatory. By comparing diffuse emission models to a background-only hypothesis, we identified neutrino emission from the Galactic plane at the 4.5σ level of significance. The signal is consistent with diffuse emission of neutrinos from the Milky Way but could also arise from a population of unresolved point sources.