Igniting Creativity Through PBL, 3D Models, & Computer Science

Outline

I. Overview & Rationale for the Project (10 min)
II. Digital Museum Exhibit -- includes videos and photos (5 min)
III. Reflections from Pre-Service Teachers (10 min)
IV. Conclusion (5 min)

Outcomes

After this session participants will be able to design a project-based learning experience that integrates STEM and digital literacy through hands-on model making and robotics.

After this session participants will be able to identify strategies for using computer science and engineering design to make complex concepts visible and engaging for all learners.

After this session participants will be able to adapt interdisciplinary STEM activities to diverse classroom contexts that promote creativity, collaboration, and inclusion.

Supporting research

​​Burrows, A. C., Borowczak, M., Slater, T. F., & Haynes, C. J. (2012). Teaching computer
science & engineering through robotics: Science & art form. Problems of
Education in the 21st Century, 47, 6.

Butler, D., & Leahy, M. (2021). Developing preservice teachers’ understanding of
computational thinking: A constructionist approach. British Journal of
Educational Technology, 52(3), 1060–1077. https://doi.org/10.1111/bjet.13090

Cramer, A. (2022). Not All That Glitters is Growth: Cultivating STEM Identity and Self-Efficacy
in Elementary Teacher Candidates Through the Habits of Mind. ProQuest Dissertations
Publishing.

Günbatar, M. S., & Bakırcı, H. (2019). STEM teaching intention and computational
thinking skills of pre-service teachers. Education and Information Technologies,
24(2), 1615–1629. https://doi.org/10.1007/s10639-018-9849-5

Jaipal-Jamani, K., & Angeli, C. (2017). Effect of Robotics on Elementary Preservice
Teachers’ Self-Efficacy, Science Learning, and Computational Thinking. Journal of
Science Education and Technology, 26(2), 175–192. https://doi.org/10.1007/s10956-016-9663-z

Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM
education. International Journal of STEM Education, 3(1), 1–11. https://doi.org/10.1186/s40594-016-0046-z

Krajcik, J., Schneider, B., Miller, E., Chen, I.C., Bradford, L., Bartz, K., Baker, Q., Palincsar, A.,
Peek-Brown, D., Codere, S., & Lucas Education Research. (2021). Project-Based Learning Increases Science Achievement in Elementary Schools and Improves Social and Emotional Learning. Lucas Education Research.

Markula, A., & Aksela, M. (2022). The key characteristics of project-based learning: how
teachers implement projects in K–12 science education. Disciplinary and Interdisciplinary Science Education Research, 4(2).

Miller, E. C., & Krajcik, J. S. (2019). Promoting deep learning through project-based learning: A
design problem. Disciplinary and Interdisciplinary Science Education Research, 1(1), 1–10. https://doi.org/10.1186/s43031-019-0009-6.

Papert, S. (1986). Constructionism: A new opportunity for elementary science education.
Massachusetts Institute of Technology, Media Laboratory, Epistemology and
Learning Group.