How Should Learning through STEM and Music Be Aligned?

2021 ◽  
pp. 16-27
Author(s):  
Shawna Longo
Keyword(s):  
Computer Science ◽  
Science Teachers ◽  
Learning Experience ◽  
Technology In Education ◽  
Science Standards ◽  
Education Standards ◽  
Mathematics Standards ◽  
Engineering Standards ◽  
Science Framework ◽  
K 12

This chapter begins by providing a few “Pool Rules” before jumping into aligning STEM and Music. The importance of quality and authenticity in the learning experience is paramount, and this part of the book seeks to help the reader achieve both. The chapter then explores multiple sides of STEM and Music to provide guidance on using and assessing high-quality educational standards currently available to the greater educational community. Each set of standards explained provides another way that educators may find direct connections between content areas. These standards include the Next Generation Science Standards, International Society for Technology in Education Standards, Computer Science Teachers Association & K–12 Computer Science Framework, Common Core Mathematics Standards for Practice, Engineering Standards, and National Core Arts Standards.

Four principles for assessing student-directed projects

2021 ◽  
Vol 103 (4) ◽  
pp. 44-48
Author(s):  
Karen Brennan ◽  
Sarah Blum-Smith ◽  
Paulina Haduong
Keyword(s):  
Literature Review ◽  
Computer Science ◽  
Science Teachers ◽  
Multiple Perspectives ◽  
Powerful Learning ◽  
K 12

Student-directed projects are a promising approach to supporting powerful learning, yet uncertainty about how to assess these projects presents a barrier to widespread incorporation in K-12 classrooms. Drawing on interviews with computer science teachers and an interdisciplinary literature review, Karen Brennan, Sarah Blum-Smith, and Paulina Haduong offer four principles to guide assessment of student-directed projects: recognizing the individuality of the learner, illuminating process, engaging multiple perspectives, and cultivating capacity for personal judgment. They describe the research behind these principles and provide and example of what they look like in practice.

A Research Agenda for Computational Thinking

2018 ◽  
pp. 65-77 ◽  
Author(s):  
Betul C. Czerkawski
Keyword(s):  
Computer Science ◽  
Science Teachers ◽  
Research Agenda ◽  
Computational Thinking ◽  
Future Research ◽  
Research Needs ◽  
Discussion Section ◽  
Computer Scientists ◽  
K 12 ◽  
Science Departments

It has been more than a decade since Jeanette Wing's (2006) influential article about computational thinking (CT) proposed CT to be a “fundamental skill for everyone” (p. 33) and that needs to be added to every child's knowledge and skill set like reading, writing and arithmetic. Wing suggested that CT is a universal skill, and not only for computer scientists. This call resonated with many educators leading to various initiatives by the International Society for Teacher in Education (ISTE) and Computer Science Teachers Association (CSTA) provided the groundwork to integrate CT into the K-12 curriculum. While CT is not a new concept and has been taught in computer science departments for decades, Wing's call created a shift towards educational computing and the need for integrating it into curriculum for all. Since 2006, many scholars have conducted empirical or qualitative research to study the what, how and why of CT. This chapter reviews the most current literature and identifies general research patterns, themes and directions for the future. The purpose of the chapter is to emphasize future research needs by cumulatively looking at what has been done to date in computational thinking research. Consequently, the conclusion and discussion section of the paper presents a research agenda for future.

scholarly journals Computational Thinking Integration Strategy for the Urban Middle School Classroom

2018 ◽  
Vol 3 (3) ◽  
pp. 51 ◽  
Author(s):  
Lauren Birney ◽  
Denise McNamara
Keyword(s):  
Middle School ◽  
New York ◽  
Computer Science ◽  
Science Teachers ◽  
Computational Thinking ◽  
Field Station ◽  
Science Project ◽  
Digital Platform ◽  
School Classroom ◽  
K 12

This article provides an overview of the work pioneered by the consortium of collaborators in the Billion Oyster Curriculum and Community Enterprise for Restoration Science Project (BOP-CCERS). The BOP-CCERS are working to support computational thinking in the New York City public school classrooms by creating curriculum which combines:1. The Field Station Research (Oyster Restoration Stations) and data collection2. The Billion Oyster Project Digital Platform and data input and storage 3. The New York State Science Intermediate Level Learning Standards. 4. The Computer Science Teachers Association K-12 Computer Science StandardsThe integration of computational thinking in the STEM middle school classroom is showcased through the intertwining of these dimensions into a trans-disciplinary learning experience that is rich in both content and practice. Students will be able to explain real-world phenomena found in their own community and design possible solutions through the key components of computational thinking.The Curriculum and Community Enterprise for Restoration Science Project digital platform and curriculum will be the resources that provide the underpinnings of the integration of computational thinking in the STEM middle school classroom. The primary functions of the platform include the collection and housing of the data pertaining to the harbor and its component parts, both abiotic and biotic and the storage of the curriculum for both the classroom and the field stations.

scholarly journals A MOOC-BASED COMPUTER SCIENCE PROGRAM FOR MIDDLE SCHOOL: RESULTS, CHALLENGES, AND THE COVID-19 EFFECT

2021 ◽  
Author(s):  
Shai Perach ◽  
Giora Alexandron
Keyword(s):  
Middle School ◽  
Blended Learning ◽  
Computer Science ◽  
Undergraduate Students ◽  
Learning Experience ◽  
School Closure ◽  
Preliminary Evaluation ◽  
Learning Program ◽  
Self Regulated Learning ◽  
K 12

In an attempt to pave the way for more extensive Computer Science Education (CSE) coverage in K-12, this researchdeveloped and made a preliminary evaluation of a blended-learning Introduction to CS program based on an academicMOOC. Using an academic MOOC that is pedagogically effective and engaging, such a program may provide teacherswith disciplinary scaffolds and allow them to focus their attention on enhancing students' learning experience and nurturingcritical 21st-century skills such as self-regulated learning. As we demonstrate, this enabled us to introduce an academiclevel course to middle-school students.In this research, we developed the principals and initial version of such a program, targeting ninth-graders in science-trackclasses who learn CS as part of their standard curriculum. We found that the middle-schoolers who participated in theprogram achieved academic results on par with undergraduate students taking this MOOC for academic credit. Participatingstudents also developed a more accurate perception of the essence of CS as a scientific discipline.The unplanned school closure due to the COVID19 pandemic outbreak challenged the research but underlined theadvantages of such a MOOC-based blended learning program above classic pedagogy in times of global or local crises thatlead to school closure. While most of the science track classes seem to stop learning CS almost entirely, and the end-of-yearMoE exam was discarded, the program's classes smoothly moved to remote learning mode, and students continued tostudy at a pace similar to that experienced before the school shut down.

A cross-cultural comparison of concepts in computer science education

2015 ◽  
Vol 32 (4) ◽  
pp. 235-256 ◽  
Author(s):  
Andreas Zendler ◽  
O. William McClung ◽  
Dieter Klaudt
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Science Teachers ◽  
Computer Science Education ◽  
Science Curriculum ◽  
Methodological Approach ◽  
Cross Cultural ◽  
Content Type ◽  
The Us ◽  
K 12

Purpose – The development of a K-12 computer science curriculum based on constructivist principles needs to be informed by knowledge of content and process concepts that are central to the discipline of computer science. The paper aims to discuss this issue. Design/methodology/approach – Taking a cross-cultural approach and using an experimental design (a SPF-2•15×16 split-plot design), this study compares the combinations of content and process concepts identified as important in Germany with those considered relevant in the US context. Findings – First, the combinations of content and process concepts identified in the German context can be generalized to the US context. Second, it is possible to identify combinations of content and process concepts in the US context that are also important in the German context. Third, content and process concepts identified in the two contexts can be integrated to generate a broader perspective that is valid for both contexts. Practical implications – The results can be used for consolidating available curricular drafts for computer science as a teaching subject at school of the type available in many. The present findings are of great relevance for research-based approaches to the pre- and in-service education of computer science teachers. The methodological approach taken is important in efforts to consolidate curricular models of computer science education, as have been initiated by the Bologna process in Europe and by the organizations Association for Computing Machinery, Association for Information Systems, and Institute of Electrical and Electronic Engineers-Computer Society in the USA. Originality/value – Results show that competence areas of central concepts identified in the two contexts can be integrated to generate a broader perspective that is valid for both contexts.

Automating the Assessment of Algorithms and Programming Concepts in App Inventor Projects in Middle School

2020 ◽  
pp. 76-102
Author(s):  
Nathalia da Cruz Alves ◽  
Christiane Gresse von Wangenheim ◽  
Jean C. R. Hauck ◽  
Adriano F. Borgatto
Keyword(s):  
Middle School ◽  
Science Education ◽  
Computer Science ◽  
Computer Science Education ◽  
Reliability And Validity ◽  
Static Code Analysis ◽  
App Inventor ◽  
Block Based ◽  
Science Framework ◽  
K 12

As computer science education makes its way into schools, diverse initiatives worldwide promote computer science education in K-12, often focusing on teaching algorithms and programming with block-based programming languages such as Scratch or App Inventor. However, alternatives to assess the learning of computer science concepts on this educational stage are still scarce. This chapter presents an automated rubric for assessing algorithms and programming concepts of App Inventor projects at middle school level. The assessment is based on a rubric proposed in alignment with the K-12 Computer Science Framework with satisfactory reliability and validity. The rubric has been automated through a web-based system that allows assessing App Inventor projects through static code analysis. As a result, it can support computer science education in practice providing feedback to students and teachers.

Pan-Canadian Science Framework. Product and Process

2018 ◽  
Vol 9 (5) ◽  
pp. 262
Author(s):  
Raja Panwar
Keyword(s):  
Learning Outcomes ◽  
Science Teachers ◽  
School Curriculum ◽  
Common Framework ◽  
Classroom Science ◽  
The Common ◽  
Product And Process ◽  
Science Framework ◽  
K 12 ◽  
Council Of Ministers

<span>The focus of this article is the Common Framework of Science Learning Outcomes, K-12 developed under the aegis of the Council of Ministers of Education, Canada (CMEC). In February 1995 CMEC adopted the Pan-Canadian Protocol for Collaboration on School Curriculum, which formed the basis for the Pan-Canadian Science Project resulting in the Framework as a deliverable. Science consultants from provincial and territorial ministries of education, together with classroom science teachers working in Canada's two oficial languages 4nglish and French- were involved in the development of the framework.</span>

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