Debra Bernstein

Accelerating K-12 computational thinking using scaffolding, staging, and abstraction

We describe a three-stage model of computing instruction beginning with a simple, highly scaffolded programming environment (Kodu) and progressing to more challenging frameworks (Alice and Lego NXT-G). In moving between frameworks, students explore the similarities and differences in how concepts such as variables, conditionals, and looping are realized. This can potentially lead to a deeper understanding of programming, bringing students closer to true computational thinking. Some novel strategies for teaching with Kodu are outlined. Finally, we briefly report on our methodology and select preliminary results from a pilot study using this curriculum with students ages 10-17, including several with disabilities.

A Roadmap for Technology Literacy and a Vehicle for Getting There: Educational Robotics and the TeRK Project

Current technology literacy trends in the United States show declining interest and engagement in technological fields of study. We propose a roadmap by which robotics applications can enliven technology education and capture the interest of new students. We also describe our current efforts to design appropriate technologies and apply them at the middle school, high school, and college levels

Training teachers to integrate engineering into non-technical middle school curriculum

The Arts & Bots Math and Science Partnership program integrates creative technological fluency projects as transdisciplinary activities into non-technical courses, creating a pathway for students of all abilities and areas of interests to engage with engineering and computing. The Professional Development provided by the program prepares teachers from traditional disciplines, such as English, History or Science, to integrate robotics projects into disciplinary classrooms, and aims to promote teacher skill, confidence, and self-efficacy in the design and classroom implementation of robotics design projects. The Arts & Bots project has developed and piloted a new program for in-service secondary school teachers. To date, we have trained 38 teachers from a variety of disciplines to implement Arts & Bots robotics design projects in their classrooms. Teacher training integrates experience with robotics kit components, a programming interface, the engineering design process, and recognition of student affinities towards engineering and computer science. We present the development model for our teacher training program as well as preliminary positive results regarding teacher practice and self-efficacy. Data includes teacher surveys, interviews, and class observations. Teacher training has developed over the course of several years, and we discuss how teacher experiences have shaped the development of the program to its current form.

Cognitive Evaluation of Human-Robot Systems: A Method for Analyzing Cognitive Change in Human-Robot Systems

To help answer questions about the behavior of participants in human-robot systems, we propose the cognitive evaluation of human-robot systems (CEHRS) method based on our work with the personal exploration rover (PER). The CEHRS method consists of six steps: (1) identify all system participants, (2) collect data from all participant groups, including the systems creators, (3) analyze participant data in light of system-wide goals, (4) answer targeted questions about each participant group to determine the flow of knowledge, information, and influence throughout the system, (5) look for inconsistencies in the knowledge and beliefs of different participant groups, and (6) make recommendations for improvement. We offer this comprehensive, human-centered evaluation method as a starting point for future work in understanding cognitive change in human-robot interactions

Enhanced Robotics!: Improving Building and Programming Learning Experiences for Students with Visual Impairments

Making technology and computer science learning experiences accessible to students with disabilities is an important step in preparing them to enter the workforce of the future--one in which many jobs will require skills to solve problems with technology. This paper presents the tool and curricular enhancements developed to make the Exploring Computer Science Robotics unit accessible to students with visual impairments (VI). It describes the evolution of enhancements, based on formative evaluation studies, to increase support as VI students engaged in building and programming LEGO Mindstorms robots. Results describe the ways in which enhancements were iteratively designed in response to student engagement and confidence, as well as their emerging understanding of top-down and bottom-up processes in robotics design and programming.

Seeding Social Norms about Energy Conservation among Girl Scouts.

Three studies examined whether a social norm message (SNM) to Girl Scouts who had completed an energy conservation program would impact behavior and attitudes. Studies 1 and 2 were conducted with girls recently completing the program, study 3 was conducted with girls completing the program one year earlier. Results suggest that the SNM may impact postprogram energy conservation for participants already dedicated to conservation (study 1), but only when introduced soon after the program ends (study 3). While outcomes are suggestive, this is the first study we know of regarding the impact of SNM on adolescents’ energy conservation.