TY - JOUR
T1 - Improving and Assessing Computational Thinking in Maker Activities
T2 - the Integration with Physics and Engineering Learning
AU - Yin, Yue
AU - Hadad, Roxana
AU - Tang, Xiaodan
AU - Lin, Qiao
N1 - Funding Information:
This material is based upon work supported by the National Science Foundation (NSF) under grant with an ID of xxxxxxx. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF. We would also like to acknowledge the great contribution of the activity development team, including educators, teachers, and students, and the xxx Public Library. The work cannot be accomplished without their time and effort.
Funding Information:
This study was funded by the National Science Foundation (NSF) (grant number 1543124).
Funding Information:
This material is based upon work supported by the National Science Foundation (NSF) under grant with an ID of xxxxxxx. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF. We would also like to acknowledge the great contribution of the activity development team, including educators, teachers, and students, and the xxx Public Library. The work cannot be accomplished without their time and effort.
Publisher Copyright:
© 2019, Springer Nature B.V.
PY - 2020/4/1
Y1 - 2020/4/1
N2 - Computational thinking (CT) is believed to be a critical factor to facilitate STEM learning, and a vital learning objective itself. Therefore, researchers are continuing to explore effective ways to improve and assess it. Makerspaces feature various hands-on activities, which can attract students with diverse interests from different backgrounds. If well designed, scaffolded maker activities have the potential to improve students’ CT skills and STEM learning. In this study, we explore ways to improve and assess physics and engineering integrated CT skills through developing maker activities and assessments, which are applicable in both informal and formal educational settings. Our paper presents our work on improving and assessing CT in maker activities with two primary goals. First, it introduces the maker activities and instruments we developed to improve and assess CT that are integrated in physics and engineering learning. Second, it presents the students’ CT skill and disposition change from pretest to posttest in two summer academies with CT enhanced maker activities, which was respectively led by after school educators and formal educators in a public library.
AB - Computational thinking (CT) is believed to be a critical factor to facilitate STEM learning, and a vital learning objective itself. Therefore, researchers are continuing to explore effective ways to improve and assess it. Makerspaces feature various hands-on activities, which can attract students with diverse interests from different backgrounds. If well designed, scaffolded maker activities have the potential to improve students’ CT skills and STEM learning. In this study, we explore ways to improve and assess physics and engineering integrated CT skills through developing maker activities and assessments, which are applicable in both informal and formal educational settings. Our paper presents our work on improving and assessing CT in maker activities with two primary goals. First, it introduces the maker activities and instruments we developed to improve and assess CT that are integrated in physics and engineering learning. Second, it presents the students’ CT skill and disposition change from pretest to posttest in two summer academies with CT enhanced maker activities, which was respectively led by after school educators and formal educators in a public library.
KW - computational thinking
KW - formative assessment
KW - makerspace
KW - physics and engineering learning
UR - http://www.scopus.com/inward/record.url?scp=85076526416&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85076526416&partnerID=8YFLogxK
U2 - 10.1007/s10956-019-09794-8
DO - 10.1007/s10956-019-09794-8
M3 - Article
AN - SCOPUS:85076526416
SN - 1059-0145
VL - 29
SP - 189
EP - 214
JO - Journal of Science Education and Technology
JF - Journal of Science Education and Technology
IS - 2
ER -