Workforce Education Models for K-12 STEM Education Programs: Reflections on,and Implications for,the NSF ITEST Program     

Reider  David  Knestis  Kirk  Malyn-Smith  Joyce 《Journal of Science Education and Technology》2016,25(6):847-858

Journal of Science Education and Technology - This article proposes a STEM workforce education logic model, tailored to the particular context of the National Science Foundation’s Innovative...  相似文献   

Computational Thinking from a Disciplinary Perspective: Integrating Computational Thinking in K-12 Science,Technology, Engineering,and Mathematics Education     

Lee  Irene  Grover  Shuchi  Martin  Fred  Pillai  Sarita  Malyn-Smith  Joyce 《Journal of Science Education and Technology》2020,29(1):1-8

This article provides an introduction for the special issue of the Journal of Science Education and Technology focused on computational thinking (CT) from a disciplinary perspective. The special issue connects earlier research on what K-12 students can learn and be able to do using CT with the CT skills and habits of mind needed to productively participate in professional CT-integrated STEM fields. In this context, the phrase “disciplinary perspective” simultaneously holds two meanings: it refers to and aims to make connections between established K-12 STEM subject areas (science, technology, engineering, and mathematics) and newer CT-integrated disciplines such as computational sciences. The special issue presents a framework for CT integration and includes articles that illuminate what CT looks like from a disciplinary perspective, the challenges inherent in integrating CT into K-12 STEM education, and new ways of measuring CT aligned more closely with disciplinary practices. The aim of this special issue is to offer research-based and practitioner-grounded insights into recent work in CT integration and provoke new ways of thinking about CT integration from researchers, practitioners, and research-practitioner partnerships.

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Erratum to: Workforce Education Models for K-12 STEM Education Programs: Reflections on,and Implications for,the NSF ITEST Program     

Reider  David  Knestis  Kirk  Malyn-Smith  Joyce 《Journal of Science Education and Technology》2016,25(6):859-859

Journal of Science Education and Technology -  相似文献   

Machine learning for human learners: opportunities,issues, tensions and threats     

Webb  Mary E.  Fluck  Andrew  Magenheim  Johannes  Malyn-Smith  Joyce  Waters  Juliet  Deschênes  Michelle  Zagami  Jason 《Educational technology research and development : ETR & D》2021,69(4):2109-2130

Educational technology research and development - Machine learning systems are infiltrating our lives and are beginning to become important in our education systems. This article, developed from a...  相似文献   

Computational Thinking Integration Patterns Along the Framework Defining Computational Thinking from a Disciplinary Perspective     

Lee  Irene  Malyn-Smith  Joyce 《Journal of Science Education and Technology》2020,29(1):9-18

Journal of Science Education and Technology - This paper describes analyses of the K–12 computational thinking (CT) integration activities collected at two NSF-funded workshops,...  相似文献   

Youth's passage through school to work     

Vivian Guilfoy  Joyce Malyn-Smith  Cathleen Corbitt 《Interchange》1995,26(2):215-217

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