By C. Meghan Hausman Jacobson Our team has been busy coding all of the data from the past two summer academies. We are using Dedoose to code our data, including student interviews, observation notes, screen recordings, and videos from the summer academies. To start, we normed the group and chose codes to focus in on; … More Coding, Coding…and More Coding
It’s about that time when we get to implement all of our hard work and planning! The project is gearing up for a 2 1/2 week (11 days in all) summer academy that will be run by formal teachers this go around. Our team is strong and full of researchers, teachers, and STEM professionals; we … More Summer Academy is Coming!
By: Julie Smallfield Recently, I used a few of our lessons in my AP Physics 1 classroom. Typically, my class knows that we need to work efficiently through our curriculum. We all know that the AP testing window comes quickly, and we need to stay focused until the big test. However, after the AP test, … More Teacher? Or Chaos Coordinator?
By Kara Weisenburger To introduce schematic diagrams each group was tasked with creating a simple circuit that was both challenging and creative. They drew their circuits on large Post-It paper using their own symbols. They were only given a few minutes to draw which forced them to only include the necessary components of the circuit. … More Schematic Diagrams
By Ephran Ramirez Jr I’ve been thinking about assessments a lot lately. I think one of the challenges we face in this project is creating a unique form of assessment that will work within the framework of modern formal education. Personally, I feel that assessments we use in formal education do not accurately capture the progress … More On Assessment and Stuff
By: Steve Bonomo What role do physics and computational thinking (CT) play in our everyday lives? In working on the ACTMA project, this is a question that has repeatedly come to the forefront of our team’s planning and activity creation process. But the answer can be very different depending on who you ask. Our … More Role of Physics and CT in Everyday Life
By: Xiaodan Tang We experience (and are now probably tired of) many exams when we go to school. Everyone usually faces this dilemma: we understand every word that our teachers said in class, and every concept in the textbook, but we still don’t know how to answer questions presented in the test. Sometimes we are struggling … More A Journey to the Assessment
By: Germania Solorzano At this point in our process, I’m struck by the importance of definitions, which is ironic since Computational Thinking doesn’t have one universally agreed upon definition. But in coding observations from last year’s summer program, a small team of us discussed the sometimes minute sometimes large differences in how we defined certain … More Defining CT is Hard.
By: Yue Yin, Ph.D., Co-PI Our Goal and Plan: Our project aims to improve computational thinking skills as well as physics and engineering learning through maker activities and formative assessments in both informal and formal educational settings. As shown in the diagram, we take three major steps to achieve our project goals: Develop and refine activities … More Where have we been and where are we going?
By: Kate Thomas Much of our work involves collaboration and group thinking. This task requires patience and a deep commitment to communication. We represent very diverse backgrounds and expertise, so when we sift through data, we are essentially sifting through the complexity of the literature in the fields of computational thinking, cultural responsiveness and physics … More Slow Thinking