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Creators/Authors contains: "Wendell, K"

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  1. ; ; ; (, Computersupported collaborative learning)
    We consider how intentionally planned and facilitated whole-class conversations can “make space” for students’ sense-making about engineering problems and solutions and position them with epistemic authority to contribute to collective thinking. We conducted a case study on a first-grade engineering lesson that included whole-class Idea Generation and Design Synthesis Talks. We found students sense-making as they refined their design proposals and analyses in light of classmates’ contributions to the whole-class conversations. 
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    Accepted Manuscript Full Text Available
  2. ; ; ; ; ; (, ASEE Annual Conference proceedings)
    Accepted Manuscript Full Text Available
  3. ; ; ; (, Science and children)
    null (Ed.)
    Accepted Manuscript Full Text Available
  4. (, International Conference of the Learning Sciences)
    null (Ed.)
    We present a microgenetic case study of a sixth-grade student who succeeded in achieving the dual goals of collaborative design teamwork and prototyping a biomimetic robot. She combined a consensus-building stance with a strategy of repeated multimodal explanation to achieve the uptake of her complex robot design concept as the shared team design plan. 
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    Accepted Manuscript Full Text Available
  5. ; ; ; ; (, Proceedings of the International Conference of the Learning Sciences)
    We examine problem scoping in our interdisciplinary curriculum where students build biomimetic robots. Biomimicry is a context for learning biology, computational thinking, and engineering design. In the solution space, students narrow the scope of their robot designs, informed by animal structure-function relationships. In the challenge space, they narrow the scope of real-world disasters by modeling them in the classroom. This dual problem scoping enables students to be active participants shaping the content of their learning. 
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    Accepted Manuscript Full Text Available
  6. ; ; ; ; ; ; ; ; ; ; et al (, The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020)
    Gresalfi, M.; Horn, I. S. (Ed.)
    There is broad belief that preparing all students in preK-12 for a future in STEM involves integrating computing and computational thinking (CT) tools and practices. Through creating and examining rich “STEM+CT” learning environments that integrate STEM and CT, researchers are defining what CT means in STEM disciplinary settings. This interactive session brings together a diverse spectrum of leading STEM researchers to share how they operationalize CT, what integrated CT and STEM learning looks like in their curriculum, and how this learning is measured. It will serve as a rich opportunity for discussion to help advance the state of the field of STEM and CT integration. 
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    Full Text Available 
  7. ; ; ; ; ; ; ; ; ; ; et al (, The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020)
    Gresalfi, M.; Horn, I. S. (Ed.)
    There is broad belief that preparing all students in preK-12 for a future in STEM involves integrating computing and computational thinking (CT) tools and practices. Through creating and examining rich “STEM+CT” learning environments that integrate STEM and CT, researchers are defining what CT means in STEM disciplinary settings. This interactive session brings together a diverse spectrum of leading STEM researchers to share how they operationalize CT, what integrated CT and STEM learning looks like in their curriculum, and how this learning is measured. It will serve as a rich opportunity for discussion to help advance the state of the field of STEM and CT integration. 
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    Full Text Available