Informal STEM Teaching and Learning Through Infusing Computational Thinking into Science Learning

This STEM+C project was awarded by the National Science Foundation (NSF) (Award Abstract #1640228). This project builds and pilots a Community Center Afterschool Program (CCAP) model for integrating computational thinking (CT) across K-12 STEM disciplines (STEM+C) at three community centers and their three affiliated Kid City Programs (6 locations) in Boise, Idaho. Motivation for this project is based on the national urgency of integrating CT in K-12 STEM education, a lack of qualified K-12 computing teachers, and local needs of quality STEM+C programs for high needs students. The CCAP model focuses on student learning and teacher professional development (PD) through pre-/in-service teacher-led, project-based, integrated STEM+C inquiry projects offered in community centers’ afterschool programs.

Project Goals:

Create and implement a CCAP model;
Explore how to integrate CT in project-based, integrated STEM inquiry for 4^th-6^th grade students in afterschool programs;
Examine how engagement in such inquiry impacts students and teachers.

The interdisciplinary project team will:

Design four project-based, integrated STEM+C inquiry projects aligned with standards via iterative design-based research;
Implement them in small groups of six students paired with two teachers;
Train 24 pre-service and 24 Title 1 school teachers; have 48 teachers try the projects with 144 students during; and support the teachers adapt the STEM+C projects in classrooms following the implementation;
Adopt the mixed methods research to evaluate the CCAP model and its integration approach

Project Team:

PI: Dazhi Yang: Educational Technology

Co-PIs:

Sasha Wang: Math Education

Steve Swanson: Distinguished Educator in Residence/Div. of Research

Youngkyun Baek: Educational Technology

Yu-Hui Ching: Educational Technology

Bhaskar Chittoori: Civil Engineering