Since 1992, the WSU Math Corps, a combined mathematics and mentoring program, has worked to make a difference in the lives of Detroit’s children—providing them with the love and support that all kids need in the moment, while empowering them with the kinds of educational opportunities and sense of purpose, that hold the promise of good lives for themselves and a better world for all.
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TEAM MEMBERS:
Steve KahnStephen ChrisomalisTodd KubicaCarol Philips-BeyFrancisca Richter
The Computational Thinking in Ecosystems (CT-E) project is funded by the STEM+Computing Partnership (STEM+C) program, which seeks to advance new approaches to, and evidence-based understanding of, the integration of computing in STEM teaching and learning. The project is a collaboration between the New York Hall of Science (NYSCI), Columbia University's Center for International Earth Science Information Network, and Design I/O. It will address the need for improved data, modeling and computational literacy in young people through development and testing of a portable, computer-based simulation of interactions that occur within ecosystems and between coupled natural and human systems; computational thinking skills are required to advance farther in the simulation. On a tablet computer at NYSCI, each participant will receive a set of virtual "cards" that require them to enter a computer command, routine or algorithm to control the behavior of animals within a simulated ecosystem. As participants explore the animals' simulated habitat, they will learn increasingly more complex strategies needed for the animal's survival, will use similar computational ideas and skills that ecologists use to model complex, dynamic ecological systems, and will respond to the effects of the ecosystem changes that they and other participants elicit through interaction with the simulated environment. Research on this approach to understanding interactions among species within biological systems through integration of computing has potential to advance knowledge. Researchers will study how simulations that are similar to popular collectable card game formats can improve computational thinking and better prepare STEM learners to take an interest in, and advance knowledge in, the field of environmental science as their academic and career aspirations evolve. The project will also design and develop a practical approach to programing complex models, and develop skills in communities of young people to exercise agency in learning about modeling and acting within complex systems; deepening learning in young people about how to work toward sustainable solutions, solve complex engineering problems and be better prepared to address the challenges of a complex, global society.
Computational Thinking in the Ecosystems (CT-E) will use a design-based study to prototype and test this novel, tablet-based collectable card game-like intervention to develop innovative practices in middle school science. Through this approach, some of the most significant challenges to teaching practice in the Next Generation Science Standards will be addressed, through infusing computational thinking into life science learning. CT-E will develop a tablet-based simulation representing six dynamic, interconnected ecosystems in which students control the behaviors of creatures to intervene in habitats to accomplish goals and respond to changes in the health of their habitat and the ecosystems of which they are a part. Behaviors of creatures in the simulation are controlled through the virtual collectable "cards", with each representing a computational process (such as sequences, loops, variables, conditionals and events). Gameplay involves individual players choosing a creature and habitat, formulating strategies and programming that creature with tactics in that habitat (such as finding food, digging in the ground, diverting water, or removing or planting vegetation) to navigate that habitat and survive. Habitats chosen by the participant are part of particular kinds of biomes (such as desert, rain forest, marshlands and plains) that have their own characteristic flora, fauna, and climate. Because the environments represent complex dynamic interconnected environmental models, participants are challenged to explore how these models work, and test hypotheses about how the environment will respond to their creature's interventions; but also to the creatures of other players, since multiple participants can collaborate or compete similar to commercially available collectable card games (e.g., Magic and Yu-Go-Oh!). NYSCI will conduct participatory design based research to determine impacts on structured and unstructured learning settings and whether it overcomes barriers to learning complex environmental science.
This report summarizes evaluative findings from Computational Thinking in Ecosystems project, and the resulting product, i.e., a functional draft of a game called “The Pack.” Evaluative efforts included gathering feedback from key stakeholders—including members of the design based research (DBR) team members at the New York Hall of Science (NYSCI) along with advisors and project partners— about the game and the DBR process, as well as an independent assessment of the game via feedback from educators and a round of play-testing with youth.
This poster was presented at the 2019 AISL PI Meeting in Washington, DC. It provides an overview of a project designed to broaden participation of blind students in engineering fields through the development of spatial ability skills and the showcasing of nonvisually accessible teaching methods and techniques.
The STAR Library Network Phase 2 (STAR Net) brings inquiry-based STEM learning experiences to public libraries through six traveling exhibits, training for library staff and associated programming for library patrons, and a virtual community of practice for library staff and others interested in bringing STEM programming to libraries. In 2014, the National Science Foundation (NSF) awarded a four-year grant to the Space Science Institute’s (SSI) National Center for Interactive Learning (NCIL) and its partners—the American Library Association (ALA), the Lunar and Planetary Institute (LPI), the
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TEAM MEMBERS:
Ginger FitzhughSarah ArmstrongSheila RodriguezVicky Coulon
resourceevaluationProfessional Development, Conferences, and Networks
The STAR Library Network Phase 2 (STAR Net) brings inquiry-based STEM learning experiences to public libraries through six traveling exhibits, training for library staff and associated programming for library patrons, and a virtual community of practice for library staff and others interested in bringing STEM programming to libraries. In 2014, the National Science Foundation (NSF) awarded a four-year grant to the Space Science Institute’s (SSI) National Center for Interactive Learning (NCIL) and its partners—the American Library Association (ALA), the Lunar and Planetary Institute (LPI), the
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TEAM MEMBERS:
Ginger FitzhughSarah ArmstrongSheila RodriguezVicky Coulon
By using widely-available technologies, this project brings fully online instructional coaching in STEM to out-of-school educators who live too remotely to attend ongoing in-person workshops.
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TEAM MEMBERS:
Sue AllenPerrin ChickScott ByrdAlexandria BrasiliLiv DetrickLynn FarrinHannah Lakin
resourceresearchProfessional Development, Conferences, and Networks
The 60 million people who live in rural settings are often overlooked as a significantly underrepresented STEM audience. In Sept 2018, a small invited conference brought together innovators and experts in rural STEM learning outside of school, to share lessons learned and plan next steps.
In the face of geographic isolation & turnover, how can informal STEM programs maintain community to change rural school culture?
This poster was presented at the 2019 NSF AISL PI Meeting.
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TEAM MEMBERS:
Susan AssoulineLori IhrigDuhita Mahatmya
resourceresearchProfessional Development, Conferences, and Networks
Many informal learning institutions are experimenting with STEAM approaches to engage diverse learners. However, what STEAM means, including how to design and enact STEAM experiences, is undertheorized. We are offering a PD series for informal educators that centers around a set of core STEAM practices that support identity work among learners. The series involves in-person sessions, online training, and team coaching during the design phase.
This poster was presented at the 2019 NSF AISL Principal Investigators Meeting.
How does focusing on “community science literacy” change the role of an informal science learning center?
This poster was presented at the 2019 NSF AISL Principal Investigators meeting.
The goal of this three-year project is to leverage NSF’s investment in both SciGirls and computer science education by engaging 8-13 year-old girls in computational thinking and coding through innovative transmedia programming which inspires and prepares them for future computer science studies and careers.