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  1. Gresalfi, M. and (Ed.)
    The importance of integrating computational thinking (CT) into existing school structures, like core content domains, has emerged from efforts to improve computer science education in the U.S. In the past, computer science has often been treated as an elective or enrichment activity, which limits students’ exposure to foundational computing ideas, especially in underserved schools. However, given the ubiquity technology plays in our lives, it is imperative that all students have access to CT. Few studies have focused on how pre-service teachers (PSTs) learn about CT. Some researchers argue that CT integration into K-12 education belongs in teacher preparation programs andmore »that teacher educators should develop courses aimed at supporting PSTs’ understanding of CT in the context of schools. This paper explores the ways in which PSTs begin to understand CT and how they work to integrate CT into their core subject areas.« less
    Free, publicly-accessible full text available July 1, 2023
  2. Gresalfi, M. & (Ed.)
    The projects in this interactive poster symposium explore ways of engaging learners with social justice issues through the design and study of data literacy interventions. These interventions span classroom to museum contexts, and environmental to social sciences domains. Together, they illustrate research and practice approaches for engaging learners with data to promote emancipatory activity.
  3. Gresalfi, M. & (Ed.)
    I've already deposited this and this record is a duplicate. I apparently can't move on with the project report unless I submit a duplicate for some reason.
  4. Gresalfi, M. & (Ed.)
    Measurement informs our actions and decisions well beyond school, necessitating that students develop a conceptual understanding of measurement alongside the procedural ability to measure objects. We present a first attempt to explore how students express their understanding of measurement by analyzing the behavior of college and elementary students as they completed measurement estimation tasks. We clustered observable student behavior to identify six profiles of behavioral strategies which may indicate different levels of conceptual understanding.
  5. Gresalfi, M. and (Ed.)
    Teachers in K-12 science classrooms play a key role in helping their students engage in computational thinking (CT) activities that reflect authentic science practices. However, we know less about how to support teachers in integrating CT into their classrooms. This paper presents a case of one science teacher over three years as she participated in a Design Based Implementation Research project focused on integrating CT into science curriculum. We analyze her professional growth as a designer and instructor as she created and implemented three computationally-enriched science units with the support of our research team. Results suggest that she became moremore »confident in her understanding of and ability, leading to greater integration of CT in the science units. Relationships with the research team and co-design experiences mediated this growth. Findings yield implications for how best to support teachers in collaborative curriculum design.« less
  6. Gresalfi, M. and (Ed.)
    The ability to interpret, evaluate, and make data-based decisions is critical in the age of big data. Normative scripts around the use of data position them as a privileged epistemic form conferring authority through objectivity that can serve as a lever for effecting change. However, humans and materials shape how data are created and used which can reinscribe existing power relations in society at large (Van Wart, Lanouette & Parikh, 2020). Thus, research is needed on how learners can be supported to engage in critical data literacies through sociocultural perspectives. As a field intimately concerned with data-based reasoning, social justice,more »and design, the learning sciences is well-positioned to contribute to such an effort. This symposium brings together scholars to present theoretical frameworks and empirical studies on the design of learning spaces for critical data literacies. This collection supports a larger discussion around existing tensions, additional design considerations, and new methodologies.« less
  7. Gresalfi, M. and (Ed.)
    This paper reports on ethnographic work that explores professional dancers’ practice, “physical research,” as a members’ phenomenon. The practice of physical research enables this company to explore their unknown expressive potential as an ensemble through an iterative process of creating and refining collective, full-body movements. As a case of ensemble learning that foregrounds artistic agency, physical research supports a community of learners (1) to be comfortable and open with “unknowing,” (2) to engage playfully and “absurdly” in their inquiry and (3) to persist collectively in their inquiry over long stretches of time. These three aspects, each difficult to foster andmore »lauded in learning environments, are grounded in the creative and physical nature of physical research. Here and in ongoing work, I argue that this practice can inspire the design of formal and informal learning environments.« less
  8. Gresalfi, M. and (Ed.)
    As STEAM has gained traction in informal education settings, it is important to support educators in learning about and developing STEAM learning experiences. We investigated what STEAM means to informal educators and how it relates to their everyday lives and identities by examining a STEAM objects activity. We found three themes in how the participants talked about the significance of the STEAM objects they shared: connection to land, historicity, and agency of materials. The STEAM objects served as boundary objects that connected communities of practice, showing the integrative nature of art and STEM, as well as bridging important aspects ofmore »their lives and STEAM. We discuss the importance of recognizing and leveraging the multiplicities of meaning and ways of knowing.« less
  9. Gresalfi, M. and (Ed.)
    Debugging has been identified as a significant practice of programming in particular, and computational thinking more broadly. However, there is still much to learn about how debugging is learned, how it is connected to particular activities, and what seems to influence students’ strategy use and ultimate solution paths. This paper considers students’ activity on their first formal debugging task using a platform called NetLogo. Our analysis focuses on the ways that students appeared to frame the task, and how that framing influenced their overall approach to the task. Our findings suggest that it is compelling for new coders to approachmore »debugging first by focusing on single elements of code without thinking broadly about their interactions. Implications for design and future studies are discussed.« less
  10. Gresalfi, M. and (Ed.)
    A growing subset of the learning sciences centers how relationality supports meaningful sense-making. Some of this work focuses specifically on friendships, a relational form in which participants share a historical, emotional, social, and cultural intersubjectivity. We wish to re-focus this research in the learning sciences by exploring three kinds of friendships within the field (researcher-researcher, researcher-collaborator, and participant-participant) to understand how these relational forms emerged and expanded our thinking and ways of being. We argue politicized trust and ethical vulnerability are important components of learning in friendships. We offer potential implications for the learning sciences to further our goals ofmore »developing theoretically validated, politically explicit, ethically laden theories and designs of learning.« less