Search for: All records

Overly simplistic school science laboratories constrain student agency. We share and discuss a case from 9th grade science classroom in which students all conducted highly varied independent investigations that were each highly coherent and scientifically well-motivated. We discuss the conditions that led to their experiments in terms of instability and uncertainty. Our findings suggest that it may be beneficial to support and recognize multiple forms of uncertainty simultaneously to encourage multiple forms of investigation to respond to those uncertainties. Finally, an “instability” caused by having multiple candidate models or explanations in play may be more generative than uncertainties based on gaps in knowledge. 

Computational tools are being integrated into science classrooms, but in ways that are often procedurally prescribed, constraining learner agency and ignoring student purposes and epistemic practices. We draw on theory and approaches from making-oriented education to introduce computational tinkering in science as a construct for thinking about and designing for learning with computational tools. Across two design research cycles in high school science classrooms, we analyze episodes of student activity to understand how practices of computational tinkering might translate from informal settings to formal science classrooms to enable learners to engage in practices that reflect authentic scientific work, draw upon learner experiences, and support more equitable participation in science. Looking across both student-centered and curricula-centered science classrooms for emergent goals, rapid iteration, and noticing and reflection, we saw computational tinkering take shape during moments of play, troubleshooting and tuning, and sharing. We discuss findings and implications for practice in relation to professional science practice and goals of science education in an era of computational ascendancy. 

This article describes a curricular activity that uses hardware and software for student agency. With IoT hardware and Dataflow software designed to be intuitive, InSPECT’s open-ended, technology-enhanced high school biology experiments facilitate inquiry and integrate computational thinking into core science content and practices. The modular hardware kit includes multiple components so high students have choices as they plan and perform their experiments. The kit includes programmable relays, plus CO2, light, temperature, humidity, and oxygen sensors. 

With our partners at Manylabs, we are developing Dataflow, a browser-based application that (unlike other IoT platforms) not only lets students collect and view sensor data, but also allows them to write programs that transform that data to control physical actuators. Dataflow uses Raspberry Pis as WiFi-enabled devices that can execute these control programs because they are inexpensive but powerful computers. The Pis run a client program that reads data from all USB-connected sensors, runs student programs, and sets the states of USB-connected actuators. 

This article introduces the Integrated Science Practices Enhanced by Computational Thinking (InSPECT project). We live in an era in which connectivity reigns supreme, and the “Internet of Things,” from self-driving cars to “smart homes,” has become part of our increasingly technological world. Solving big problems like growing sufficient food and developing complex medical treatments requires more than memorizing facts. Knowing how to leverage technology and program computers, formulate and solve problems, generate and interpret various kinds of data, as well as carry out hands-on experiments have become part of an essential skill set. Yet these skills—necessary for solving today’s dynamic, multidisciplinary problems—are rarely taught in a collaborative and integrated way in current K-12 classrooms.We’re investigating ways to teach students how to learn science by doing science, like real scientists—by undertaking authentically complex experiments that rely heavily on digital technology, and often have unexpected outcomes.