A Moving Dune, a Stunning View: Visitors’ Recollections of a Ranger-Led Hike at Indiana Dunes National Park
A Moving Dune, a Stunning View: Visitors’ Recollections of a Ranger-Led Hike at Indiana Dunes National Park

The ranger-led hikes studied at Indiana Dunes National Park were presented in concert with “Interpreters and Scientists Working on Our Parks” (iSWOOP), which aimed to increase science and visual literacy and STEM learning among visitors to United States national parks.

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Science teachers can teach computational thinking through distributed expertise
Science teachers can teach computational thinking through distributed expertise

This paper explores themes related to the ways 15 eighth grade science teachers supported students’ CTP practices as they implemented a designed science curriculum in which students used the Scratch programming platform, an object-oriented drag and drop environment (Resnick et al., 2009) to create computer games about climate change.

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Using Eye Tracking for Research on Learning and Computational Thinking
Using Eye Tracking for Research on Learning and Computational Thinking

This paper examines how eye tracking can assess computational thinking, reviewing its theoretical and technical foundations.

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Methodological Considerations for Understanding Students’ Problem Solving Processes and Affective Trajectories During Game-Based Learning: A Data Fusion Approach
Methodological Considerations for Understanding Students’ Problem Solving Processes and Affective Trajectories During Game-Based Learning: A Data Fusion Approach

This study explores data fusion methods to understand student emotions and problem solving in computational thinking games.

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Inclusive VR through Inclusive Co-Design with Neurodiverse Learners
Inclusive VR through Inclusive Co-Design with Neurodiverse Learners

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What to Consider When We Consider Data
What to Consider When We Consider Data

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Designer Considerations and Processes in Developing School-Based Citizen-Science Curricula for Environmental Education
Designer Considerations and Processes in Developing School-Based Citizen-Science Curricula for Environmental Education

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From “You have to have three numbers and a plus sign” to “It’s the exact same thing”: K–1 students learn to think relationally about equations.
From “You have to have three numbers and a plus sign” to “It’s the exact same thing”: K–1 students learn to think relationally about equations.

This study shows how K–1 students’ understanding of equations and the equal sign progressed through early algebra instruction.

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A learning trajectory in Kindergarten and first grade students’ thinking of variable and use of variable notation to represent indeterminate quantities
A learning trajectory in Kindergarten and first grade students’ thinking of variable and use of variable notation to represent indeterminate quantities

This study explores how K–1 students develop understanding of variables and indeterminate quantities in early algebra.

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Co-Teaching with an Immersive Digital Game: Supporting Teacher-Game Instructional Partnerships
Co-Teaching with an Immersive Digital Game: Supporting Teacher-Game Instructional Partnerships

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