Use, Modify, Create

Lytle, Nicholas; Cateté, Veronica; Boulden, Danielle; Dong, Yihuan; Houchins, Jennifer; Milliken, Alexandra; Isvik, Amy; Bounajim, Dolly; Wiebe, Eric N.; Barnes, Tiffany

doi:10.1145/3304221.3319786

Cited by 61 publications

(13 citation statements)

References 19 publications

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“…By doing so, it is hoped that even students with A-rated students will become more aware of their past learning and future learning, rather than merely acquiring knowledge and understanding concepts. This is in line with Lytle et al (2019) who suggested that students' learning levels and progress need to be monitored and the appropriate adjustments should be made during lessons. Manz (2012) also stated that "there is much work yet to be done in understanding the complexities of this perspective on the development of content knowledge and determining how best to support teachers in orchestrating it" (p. 1102).…”

Section: Discussionsupporting

confidence: 82%

Learning Progressions in Lower-Secondary School Science Education in Japan

Kinoshita

Utani²

2021

JBSE

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This research examined whether incorporating learning progress (LPs) in teaching can help Japanese lower-secondary school students systemically understand science concepts. A teaching plan incorporating the learning progressions (LPs) concept was developed. Next, a lesson was conducted for 36 third-year students of a public lower-secondary school in Japan (Hiroshima Prefecture) from the unit of “Ions and Atoms.” Then, the portfolios used in the class and the assessment questions after the class were analyzed. The results show that some students understood the concepts systemically at the grade level indicated by the LPs; however, some students did not. The results of this study suggest the following: (1) teachers should examine the appropriate teaching methods in the target unit and incorporate teaching to allow students to engage with what they are learning; (2) students should understand the lower-level concepts related to the target unit based on LPs, and if the level of understanding is insufficient, teachers should incorporate time to review and reconstruct the concepts. Keywords: lower-secondary school science, scientific concepts, learning progressions (LPs), systemic learning

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Section: Discussionsupporting

confidence: 82%

Learning Progressions in Lower-Secondary School Science Education in Japan

Kinoshita

Utani²

2021

JBSE

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“…On the other hand, it is also important to not remain on lower levels, as this may hinder the development of creative competencies requiring open-ended and ill-defined learning activities. Therefore, the "Use-Modify-Create" cycle (Lee & Chen, 2015;Lytle, 2019) commonly used for the progression of learning computing concepts and practices, can also be adopted for ML education. Following this cycle, students ease into ML topics…”

Section: Machine Learning Education In K-12mentioning

confidence: 99%

Visual tools for teaching machine learning in K-12: A ten-year systematic mapping

et al. 2021

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Teaching Machine Learning in school helps students to be better prepared for a society rapidly changing due to the impact of Artificial Intelligence. This requires age-appropriate tools that allow students to develop a comprehensive understanding of Machine Learning in order to become creators of smart solutions. Following the trend of visual languages for introducing algorithms and programming in K-12, we present a ten-year systematic mapping of emerging visual tools that support the teaching of Machine Learning at this educational stage and analyze the tools concerning their educational characteristics, support for the development of ML models as well as their deployment and how the tools have been developed and evaluated. As a result, we encountered 16 tools targeting students mostly as part of short duration extracurricular activities. Tools mainly support the interactive development of ML models for image recognition tasks using supervised learning covering basic steps of the ML process. Being integrated into popular block-based programming languages (primarily Scratch and App Inventor), they also support the deployment of the created ML models as part of games or mobile applications. Findings indicate that the tools can effectively leverage students’ understanding of Machine Learning, however, further studies regarding the design of the tools concerning educational aspects are required to better guide their effective adoption in schools and their enhancement to support the learning process more comprehensively.

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“…An analysis of student responses on exit tickets further provides opportunities for evaluation of the workshop activity and helps to identify patterns in learning gaps or ideas students express (Fowler et al, 2019). The use of exit tickets in a STEM program for middle school and high school students identified student perceptions of the assignment given and differences in student perception of experience from the activity (Lytle et al, 2019). Exit tickets provide the opportunity to gather information about the experience and learning perceptions of students participating in STEM activities.…”

Section: Girls In Stem Day Program Layoutmentioning

confidence: 99%

A Project-Based Literature Review of Girls in STEM Day: A Day-Long STEM Event for Middle School Girls

Carter¹,

Vo²

2021

Spectra Undergraduate Research Journal

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The authors of this article confirm that all included literature review information is fully available without restrictions. Conflicts of Interest The authors declare that no conflicts of interest exist. Ethical Considerations Given this is a project-based literature review, based on an ongoing project by a university affiliated organization, no IRB was needed. No data is presented in this paper which has been derived from the participants and all program elements are publicly shared.

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Use, Modify, Create

Cited by 61 publications

References 19 publications

Learning Progressions in Lower-Secondary School Science Education in Japan

Learning Progressions in Lower-Secondary School Science Education in Japan

Visual tools for teaching machine learning in K-12: A ten-year systematic mapping

A Project-Based Literature Review of Girls in STEM Day: A Day-Long STEM Event for Middle School Girls

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