Growing Designs with biomakerlab in High School Classrooms

Kafai, Yasmin B.; Telhan, Orkan; Hogan, Karen; Lui, Debora; Anderson, Emma; Walker, Justice T.; Hanna, Sheri

doi:10.1145/3078072.3084316

Cited by 41 publications

(26 citation statements)

References 5 publications

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“…For example, children's age group and length of the activities were reported in various ways in the papers. As we summarize the data here using three different age ranges (7)(8)(9)(10)(11)(12)(13)(14)(15), and 16-18 years) the age range of 11-13 years is reported in two categories, 7-11 and 12-15 years. However, in order to provide more precise and specific background information for each individual paper, we report them explicitly in the text before each summarized…”

Section: Discussionmentioning

confidence: 99%

“…Children were also allowed to freely define the elements of their product [20]. Although the activity was constrained, children were still able to interact openly [14] and to create their own projects in various ways [74]. There is also the discussion of giving the highest possible independency to the children [23].…”

Section: Interaction Ordermentioning

confidence: 99%

“…The importance of familiarizing children with the Maker Movement, Makerspaces and Maker mindset has been recognized recently [1][2][3][4][5][6][7][8]. Being a competent technology user is no longer seen as sufficient in the current technology-rich world and the literature emphasizes educating and empowering children to start innovating, designing, and building technology [9][10][11][12][13][14][15][16][17]. There are even studies arguing for the importance of 'maker literacies', for example, highlighting how Making related skills have become so central in the current world that they are comparable to other literacy skills, such as reading and writing, and for example, 'media literacy' [18,19].…”

Section: Introductionmentioning

confidence: 99%

“…There are even studies arguing for the importance of 'maker literacies', for example, highlighting how Making related skills have become so central in the current world that they are comparable to other literacy skills, such as reading and writing, and for example, 'media literacy' [18,19]. Regarding education, the collaborative, self-directed, playful, and informal aspects of Making and Maker Movement are seen to benefit teachers and schoolchildren alike [7,12,14,17,[20][21][22][23][24][25][26][27][28]. Making is not only tied to educational context, however, but it is seen as empowering, engaging, and inspiring children during their leisure time as well, in many different kinds of settings [2][3][4]6,7,14,15,20,25,29,30].…”

Section: Introductionmentioning

confidence: 99%

“…The existing literature has already acknowledged that multiple stakeholders are involved in children's Making activities and the intergenerational aspects of making (see for example, [33][34][35]). The importance of teachers [3,7,9,14,16,17,20,24,36,37], facilitators [7,24,26,27,[38][39][40], mentors [5,9,10,26,41], and peers as influencing (helping or hindering) children's Making activities has already been pointed out in the literature. Likewise, studies have already indicated that children's skills, knowledge, and experiences may be highly significant in shaping how children engage in or are discouraged from Making activities [2,3,5,7,8,10,[13][14][15]17,20,21,24,26,27,30,35,36,40,[42][43]…”

Section: Introductionmentioning

confidence: 99%

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Interaction Order and Historical Body Shaping Children’s Making Projects—A Literature Review

Norouzi

Kinnula

Iivari

2019

MTI

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The importance of familiarizing children with the Maker Movement, Makerspaces and Maker mindset has been acknowledged. In this literature review, we examine the complex social action of children, aged from 7 to 17 (K-12), engaging in technology Making activities as it is seen in the extant literature. The included papers contain empirical data from actual digital Making workshops and diverse research projects with children, conducted in both formal and non-formal/informal settings, such as schools or museums, libraries, Fab Labs and other makerspaces. We utilized the theoretical lens of nexus analysis and its concepts of interaction order and historical body, and as a result of our analysis, we report best practices and helping and hindering factors. Two gaps in the current knowledge were identified: (1) the current research focuses on success stories instead of challenges in the working, and, (2) histories of the participants and interaction between them are very rarely in the focus of the existing studies or reported in detail, even though they significantly affect what happens and what is possible to happen in Making sessions.

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Section: Discussionmentioning

confidence: 99%

Section: Interaction Ordermentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Interaction Order and Historical Body Shaping Children’s Making Projects—A Literature Review

Norouzi

Kinnula

Iivari

2019

MTI

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High school biology teachers’ integration of computational thinking into data practices to support student investigations

et al. 2022

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In the United States, the Next Generation Science Standards advocate for the integration of computational thinking (CT) as a science and engineering practice. Additionally, there is agreement among some educational researchers that increasing opportunities for engaging in computational thinking can lend authenticity to classroom activities. This can be done through introducing CT principles, such as algorithms, abstractions, and automations, or through examining the tools used to conduct modern science, emphasizing CT in problem solving. This cross‐case analysis of nine high school biology teachers in the mid‐Atlantic region of the United States documents how they integrated CT into their curricula following a year‐long professional development (PD). The focus of the PD emphasized data practices in the science teachers' lessons, using Weintrop et al.'s definition of data practices. These are: (a) creation (generating data), (b) collection (gathering data), (c) manipulation (cleaning and organizing data), (d) visualization (graphically representing data), and (e) analysis (interpreting data). Additionally, within each data practice, teachers were asked to integrate at least one of five CT practices: (a) decomposition (breaking a complex problem into smaller parts), (b) pattern‐recognition (identifying recurring similarities in data practices), (c) algorithms (the creation and use of formulas to predict an output given a specific input), (d) abstraction (eliminating detail in order to generalize or see the “big picture”), and (e) automation (using computational tools to carry out specific procedures). Although the biology teachers integrated all CT practices across their lessons, they found it easier to integrate decomposition and pattern recognition while finding it more difficult to integrate abstraction, algorithmic thinking, and automation. Implications for designing professional development experiences are discussed.

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Young Children’s Learning of Bioengineering with CRISPEE: a Developmentally Appropriate Tangible User Interface

et al. 2020

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Growing Designs with biomakerlab in High School Classrooms

Cited by 41 publications

References 5 publications

Interaction Order and Historical Body Shaping Children’s Making Projects—A Literature Review

Interaction Order and Historical Body Shaping Children’s Making Projects—A Literature Review

High school biology teachers’ integration of computational thinking into data practices to support student investigations

Young Children’s Learning of Bioengineering with CRISPEE: a Developmentally Appropriate Tangible User Interface

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