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Abstract In-water remediation strategies, implemented in conjunction with traditional watershed management, could help minimize the impact of excess nitrogen (N) on marine ecosystems. Seaweed farming and harvesting may have potential as in-water N remediation tools in the Western Gulf of Maine (WGoM), but more understanding of the associated spatial and temporal variability is needed. In this study, Saccharina latissima was grown and collected from four WGoM sites in 2016–2019 and analyzed for tissue N content and stable isotopes. The source of N taken by the kelp was not obvious from monthly nor interannual mean δ 15 N measured in the kelp tissue, and the interannual means were significantly different between sites in the same bay. Mean kelp biomass across all sites and years was 9.84 (± 2.53)–14.84 kg (wet weight) per meter of longline at time of harvest (late May–early June). Nitrogen content of the S. latissima tissue was 1.04–3.82% (± 0.22) (dry weight) throughout the growing season and generally decreased through the spring. Using these results, we estimated that harvesting a hypothetical hectare of S. latissima after 6–7 months of cultivation in the WGoM would have the potential to remove 19.2 (± 4.8)–176.0 (± 7.7) kg N ha −1 , depending on the density of longlines. The wide ranges of both biomass at time of harvest, and δ 15 N and percent N content in the kelp tissue, highlight the need for site-specific pilot studies, even within a specific bay, prior to implementing kelp aquaculture as an in-water tool for N bioextraction. 

EcoMOD uses a design-based research approach to develop and study an elementary curriculum that combines an immersive virtual environment with interactive computer programming interface to support computational modeling, ecosystem science understanding, and causal reasoning. Here we report on changes in students’ perspectives on modeling before and after use of the fifteen day interactive, technology-based curriculum in a 3rd and 4th grade classroom. Pre-post interviews were conducted with ten students, and preliminary results suggest that students demonstrated an increased awareness that models are designed for a purpose, and the purposes students described aligned more closely with scientifically relevant activities like prediction, investigation and explanation. Students also increased in their level of sophistication related to ecosystem science understanding and causal reasoning. 

The design of most learning environments focuses on supporting students in making, constructing, and putting together projects on and off the screen, with much less attention paid to the many issues—problems, bugs, or traps—that students invariably encounter along the way. In this symposium, we present different theoretical and disciplinary perspectives on understanding how learners engage in debugging applications on and off screen, examine learners’ mindsets about debugging from middle school to college students and teachers, and present pedagogical approaches that promote strategies for debugging problems, even having learners themselves design problems for others. We contend that learning to identify and fix problems—debug, troubleshoot, or get unstuck—in completing projects provides a productive space in which to explore multiple theoretical perspectives that can contribute to our understanding of learning and teaching critical strategies for dealing with challenges in learning activities and environments.