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  1. Brian Gravel
  2. Assistant Professor
  3. Presenter’s NSFRESOURCECENTERS
  4. Tufts University
  1. James Adler
  2. Associate Professor
  3. Presenter’s NSFRESOURCECENTERS
  4. Tufts University
  1. Dionne Champion
  2. Postdoctoral Fellow
  3. Presenter’s NSFRESOURCECENTERS
  4. TERC
  1. Ezra Gouvea
  2. Ph.D. Student, Graduate Research Assistant
  3. Presenter’s NSFRESOURCECENTERS
  4. Tufts University
  1. Amon Millner
  2. http://www.olin.edu/faculty/profile/amon-millner/
  3. Assistant Professor of Computing and Innovation
  4. Presenter’s NSFRESOURCECENTERS
  5. Olin College of Engineering
  1. Maria Olivares Pasillas
  2. Postdoctoral Fellow
  3. Presenter’s NSFRESOURCECENTERS
  4. TERC
  1. Ada Ren
  2. Research & Development Specialist
  3. Presenter’s NSFRESOURCECENTERS
  4. TERC
  1. Ann Rosebery
  2. co-Director
  3. Presenter’s NSFRESOURCECENTERS
  4. Chèche Konnen Center, TERC
  1. Eli Tucker-Raymond
  2. https://www.terc.edu/display/Staff/Eli+Tucker-Raymond
  3. Senior Research Scientist
  4. Presenter’s NSFRESOURCECENTERS
  5. TERC
  1. Aditi Wagh
  2. Co-PI
  3. Presenter’s NSFRESOURCECENTERS
  4. Tufts University

Re-Making STEM

NSF Awards: 1742369

2018 (see original presentation & discussion)

Grades 6-8, Grades 9-12

Re-Making STEM creates and implements a professional development program with 6th-12th grade teachers to explore how they integrate computational practices into their classrooms. The project is funded by NSF’s STEM+Computing program, and is a partnerships between Tufts, TERC, Olin College of Engineering, and two partner school districts around Boston.

The project focuses on what we call Disciplinary Computational Making Practices (DCMPs) that blend together aspects of computational making, disciplinary practices, and physical computing and digital fabrication activities present in many modern making spaces. The DCMPs are used to explore questions within STEM disciplines.

We are researching three dimensions of teacher learning: a) how computation plays a role in their learning through disciplinary practice, b) attention to students' and their own multiple ways of knowing, and c) how collective interdisciplinary inquiry influences their professional learning as they incorporate computational making into their teaching. The project includes 3 Phases: (1) Computational Play - where teachers explore computational practices and disciplinary questions, (3) Computational Co-Making - where teachers and students are learners together as they solve socially-relevant problems through computational making, and (3) Modifying Lessons with Computational Practices - where teachers are supported to modify classrooms lessons to include computational practices.

Our questions focus on how teachers renegotiate their relationships to the tools and practices of their home disciplines, to their students, and to their colleagues. We are also exploring the impact of this work on student learning in STEM.

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