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  1. Grace Flanagan-Hall
  2. Presenter’s NSFRESOURCECENTERS
  3. Northwestern University, Evanston Township High School
  1. Kinnari Atit
  2. http://facultyprofiles.ucr.edu/gsoe_dept/faculty/Kinnari_Atit/index.html
  3. Assistant Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. University of California Riverside, Northwestern University
  1. Alexandra Spaulding
  2. Presenter’s NSFRESOURCECENTERS
  3. Northwestern University
  1. David Uttal
  2. http://groups.psych.northwestern.edu/uttal/
  3. Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. Northwestern University
  1. Jue Wu
  2. Presenter’s NSFRESOURCECENTERS
  3. Northwestern University

The Design and Engineering of Scientific Instrumentation in High School Science

NSF Awards: 1623550

2018 (see original presentation & discussion)

Grades 9-12

Coding is argued to be a new form of literacy (Vee, 2013). The field of Computer Science (C.S.) introduces the concept of computational thinking (a general problem-solving process based on abstraction, analysis, automation, and modeling)” (Guzdial 2008; Wing 2006, 2008). Twenty-firstcentury skills, such as problem-solving and critical thinking, are essential for success in STEM fields (Martin, 2015).Coding, by its nature, fulfills these qualifications (Timothy, 2014). Despite the importance of coding literacy, only 15% of K-12 U.S. school districts offer C.S. classes (New America, 2016). Of the schools that offer C.S. classes, most are located in wealthy neighborhoods consisting of a predominantly ethnically and racially homogenized student body (Searching for Computer Science, 2015). Thus, to help develop STEM-relevant skills in all students, all students should have the opportunity to learn to code. Our study suggests that intertwining coding with standard science curricula may be a practical resolution to this dilemma. This project is a continuation of our previous work (http://stemforall2017.videohall.com/presentations/952), which aims to make science more authentic and engaging for students. This continuation explores whether physics laboratory experiments created by high school students with Arduino-compatible software and hardware can be brought to a larger audience and successfully incorporated into standard science curricula. We seek to understand whether integrating Arduinos into the classroom can help bridge the boundary between traditional science labs and real-life problem solvingAdditionally, we examine whether mixing coding into standard science curricula increases interest and engagement in STEM among students who have less technological experience.  

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