1. Grace Flanagan-Hall
  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
  5. University of California Riverside, Northwestern University
  1. Alexandra Spaulding
  3. Northwestern University
  1. David Uttal
  2. http://groups.psych.northwestern.edu/uttal/
  3. Professor
  5. Northwestern University
  1. Jue Wu
  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.  

This video has had approximately 351 visits by 268 visitors from 156 unique locations. It has been played 164 times.
activity map thumbnail Click to See Activity Worldwide
Map reflects activity with this presentation from the 2018 STEM for All Video Showcase: Transforming the Educational Landscape website, as well as the STEM For All Multiplex website.
Based on periodically updated Google Analytics data. This is intended to show usage trends but may not capture all activity from every visitor.
Public Discussion
  • Post to the Discussion

    If you have an account, please login before contributing. New visitors may post with email verification.

    For visitors, we require email verification before we will post your comment. When you receive the email click on the verification link and your message will be made visible.



    NOTE: Your email will be kept private and will not be shared with any 3rd parties