Improving and Assessing Computational Thinking in Maker Activities: The Integration with Physics and Engineering Learning

Autor/inn/en	Yin, Yue; Hadad, Roxana; Tang, Xiaodan; Lin, Qiao
Titel	Improving and Assessing Computational Thinking in Maker Activities: The Integration with Physics and Engineering Learning
Quelle	In: Journal of Science Education and Technology, 29 (2020) 2, S.189-214 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-019-09794-8
Schlagwörter	Thinking Skills; Entrepreneurship; STEM Education; Hands on Science; Teaching Methods; Scaffolding (Teaching Technique); Informal Education; Physics; Engineering Education; Pretests Posttests; Summer Programs; Public Libraries; After School Programs; Computer Literacy + Suchen Sie Ihr Suchwort? Denkfähigkeit; Unternehmungsgeist; STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Informelle Bildung; Nichtformale Bildung; Physik; Ingenieurausbildung; Sommerkurs; Public library; Stadtbücherei; Öffentliche Bibliothek; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Computerkenntnisse
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01