TY - JOUR
T1 - IF science AND making AND computing
T2 - Implications for project-based learning and primary science curriculum design
AU - Severance, Samuel
AU - Miller, Emily Adah
AU - Krajcik, Joseph
N1 - Publisher Copyright:
© 2024 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2024
Y1 - 2024
N2 - Achieving the ambition of global science education reforms remains an ongoing challenge. Ideas from other STEM domains, however, could spur needed innovation in science education. The maker movement–or engaging in making–and computer science education–or learning computing–have proven rich contexts for STEM learning. This review analyses making and computing education research with primary-aged learners for insights on designing more meaningful science learning, an underlying goal of reforms. Our analysis found: (1) making offers learners opportunities to experience agency and to develop identities around making and STEM; (2) integrating making in primary classrooms faces challenges in terms of navigating school structures like standards; (3) computing education foregrounding computational thinking supports interdisciplinary learning and effectively scaffolding participation spurs interest in computer science; and (4) sustaining coherent computing education remains challenging as does providing computing learning opportunities relevant to all students. Our review also analyses patterns between making and computing education for implications for project-based learning and suggests four curriculum design principles: agency, identity, equity, and learning goals. This review concludes with recent design work to illustrate how project-based learning can reflect making and computing education for more meaningful science learning opportunities at the primary level.
AB - Achieving the ambition of global science education reforms remains an ongoing challenge. Ideas from other STEM domains, however, could spur needed innovation in science education. The maker movement–or engaging in making–and computer science education–or learning computing–have proven rich contexts for STEM learning. This review analyses making and computing education research with primary-aged learners for insights on designing more meaningful science learning, an underlying goal of reforms. Our analysis found: (1) making offers learners opportunities to experience agency and to develop identities around making and STEM; (2) integrating making in primary classrooms faces challenges in terms of navigating school structures like standards; (3) computing education foregrounding computational thinking supports interdisciplinary learning and effectively scaffolding participation spurs interest in computer science; and (4) sustaining coherent computing education remains challenging as does providing computing learning opportunities relevant to all students. Our review also analyses patterns between making and computing education for implications for project-based learning and suggests four curriculum design principles: agency, identity, equity, and learning goals. This review concludes with recent design work to illustrate how project-based learning can reflect making and computing education for more meaningful science learning opportunities at the primary level.
KW - computing and computer science
KW - curriculum design
KW - making and makerspaces
KW - Primary science education
KW - project-based learning
UR - http://www.scopus.com/inward/record.url?scp=85204369367&partnerID=8YFLogxK
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U2 - 10.1080/03057267.2024.2397300
DO - 10.1080/03057267.2024.2397300
M3 - Review article
AN - SCOPUS:85204369367
SN - 0305-7267
JO - Studies in Science Education
JF - Studies in Science Education
ER -