Ball, D. L., & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. Multiple Perspectives on the Teaching and Learning of Mathematics, 4(1), 83–104.
Google Scholar
Ball, D. L., & Hill, H. (2009). The curious—And crucial—Case of mathematical knowledge for teaching. Phi Delta Kappan, 91(2), 68–71.
Article
Google Scholar
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407.
Article
Google Scholar
Ballenger, C. (1999). Teaching other people’s children: Literacy and learning in a bilingual classroom. Teachers College Press.
Google Scholar
Bang, M., & Medin, D. (2010). Cultural processes in science education: Supporting the navigation of multiple epistemologies. Science Education, 94(6), 1008–1026.
Article
Google Scholar
Barab, S. A., Gresalfi, M., & Ingram-Goble, A. (2010). Transformational play: Using games to position person, content, and context. Educational Researcher, 39(7), 525–536.
Article
Google Scholar
Bergen, D. (Ed.). (1988). Play as a medium for learning and development: A handbook of theory and practice. Heinemann.
Bergen, D. (2009). Play as the learning medium for future scientists, mathematicians, and engineers. American Journal of Play, 1(4), 413–428.
Google Scholar
Berland, L. K. (2013). Designing for STEM integration. Journal of Pre-College Engineering Education Research (J-PEER), 3(1), 3.
Berland, M., & Lee, V. R. (2011). Collaborative strategic board games as a site for distributed computational thinking. International Journal of Game-Based Learning, 1(2), 65–81.
Article
Google Scholar
Bevan, B., Gutwill, J. P., Petrich, M., & Wilkinson, K. (2015). Learning through STEM-rich tinkering: Findings from a jointly negotiated research project taken up in practice. Science Education, 99(1), 98–120.
Article
Google Scholar
Blank, R. K., de las Alas, N., & Smith, C. (2007). Analysis of the quality of professional development programs for mathematics and science teachers: Findings from a cross-state study. Council of Chief State School Officers.
Google Scholar
Blikstein, P. (2013). Digital fabrication and ‘making’ in education: The democratization of invention. In L. Walter-Herrmann & C. Büching (Eds.), FabLabs: Of machines, makers and inventors (pp. 1–21). Transcript Publishers.
Google Scholar
Blikstein, P. (2014). Bifocal modeling: Promoting authentic scientific inquiry through exploring and comparing real and ideal systems linked in real-time. In A. Nijholt (Ed.), Playful user interfaces (pp. 317–352). Springer.
Chapter
Google Scholar
Boaler, J. (2002). Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning. Routledge.
Bransford, J. D., & Schwartz, D. L. (1999). Chapter 3: Rethinking transfer: A simple proposal with multiple implications. Review of Research in Education, 24(1), 61–100.
Article
Google Scholar
Bruner, J. S. (1972). Nature and uses of immaturity. American Psychologist, 27(8), 687.
Article
Google Scholar
Caeli, E. N., & Yadav, A. (2020). Unplugged approaches to computational thinking: A historical perspective. TechTrends, 64(1), 29–36.
Article
Google Scholar
Calabrese Barton, A., & Tan, E. (2018). STEM-rich maker learning: Designing for equity with youth of color. Teachers College Press.
Google Scholar
Carpenter, T. P., Fennema, E., Peterson, P. L., Chiang, C. P., & Loef, M. (1989). Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26(4), 499–531.
Article
Google Scholar
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Sage.
Google Scholar
Chazan, S. (2002). Profiles of play: Assessing and observing structure and process in play therapy. Jessica Kingsley Publishers.
Google Scholar
Clark, D. B., Sengupta, P., Brady, C. E., Martinez-Garza, M. M., & Killingsworth, S. S. (2015). Disciplinary integration of digital games for science learning. International Journal of STEM Education, 2, 2. https://doi.org/10.1186/s40594-014-0014-4
Article
Google Scholar
Cole, M. (1996). Cultural psychology: A once and future discipline. Belknap Press.
Google Scholar
Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. The Journal of the Learning Sciences, 13(1), 15–42.
Article
Google Scholar
Cunningham, C. M., & Kelly, G. J. (2017). Epistemic practices of engineering for education. Science Education, 101(3), 486–505.
Curnow, J., & Jurow, A. S. (2021). Learning in and for collective action. Journal of the Learning Sciences, 30(1), 14–26.
Article
Google Scholar
Davis, J. P., Chandra, V., & Bellocchi, A. (2019). Integrated STEM in initial teacher education: Tackling diverse epistemologies. In P. Sengupta, M.-C. Shanahan, & K. Beaumie (Eds.), Critical, transdisciplinary and embodied approaches in STEM education (pp. 23–40). Springer.
Chapter
Google Scholar
DeLiema, D., Enyedy, N., & Danish, J. A. (2019). Roles, rules, and keys: How different play configurations shape collaborative science inquiry. Journal of the Learning Sciences, 28(4–5), 513–555.
Article
Google Scholar
Denning, P. J. (2017). Remaining trouble spots with computational thinking. Communications of the ACM, 60(6), 33–39.
Article
Google Scholar
Derry, S. J., Pea, R. D., Barron, B., Engle, R. A., Erickson, F., Goldman, R., Hall, R., Koschmann, T., Lemke, J. L., Sherin, M. G., & Sherin, B. L. (2010). Conducting video research in the learning sciences: Guidance on selection, analysis, technology, and ethics. Journal of the Learning Sciences, 19(1), 3–53.
Article
Google Scholar
Dickes, A. C., & Farris, A. V. (2019). Beyond isolated competencies: Computational literacy in an elementary science classroom. In P. Sengupta, M.-C. Shanahan, & K. Beaumie (Eds.), Critical, transdisciplinary and embodied approaches in STEM education (pp. 131–149). Springer.
Chapter
Google Scholar
Dickes, A. C., Farris, A. V., & Sengupta, P. (2020). Sociomathematical norms for integrating coding and modeling with elementary science: A dialogical approach. Journal of Science Education and Technology, 29, 35–52.
Article
Google Scholar
diSessa, A. A. (2001). Changing minds: Computers, learning, and literacy. MIT Press.
Google Scholar
Dixon, C., Hardy, L., Hsi, S., &Van Doren, S. (2020). Computational tinkering in science: Designing space for computational participation in high school biology. In: Proceedings of the 4th international conference of the learning sciences (pp. 154–161).
Dixon, C., & Martin, L. (2017). Make to relate: Analyzing narratives of community practice. Cognition and Instruction, 35(2), 103–124.
Article
Google Scholar
Duckworth, E. (2006). The having of wonderful ideas and other essays on teaching and learning. Teachers College Press.
Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3–4), 391–450.
Article
Google Scholar
Elkind, D. (2008). The power of play: Learning what comes naturally. American Journal of Play, 1(1), 1–6.
Google Scholar
Ellis, M. J. (1998). Play and the origin of the species. In D. Bergen (Ed.), Readings from... Play as a medium for learning and development (pp. 29–34). Association for Childhood Education International.
Google Scholar
Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes. University of Chicago Press.
Book
Google Scholar
Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20(4), 399–483.
Article
Google Scholar
English, L. D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3(1), 1–8.
Article
Google Scholar
Farris, A. V., & Sengupta, P. (2016). Democratizing children’s computation: Learning computational science as aesthetic experience. Educational Theory, 66(1–2), 279–296.
Article
Google Scholar
Feiman-Nemser, S. (2012). Teachers as Learners. Harvard Education Press.
Google Scholar
Fields, D. A., Kafai, Y., Nakajima, T., Goode, J., & Margolis, J. (2018). Putting making into high school computer science classrooms: Promoting equity in teaching and learning with electronic textiles in exploring computer science. Equity & Excellence in Education, 51(1), 21–35.
Article
Google Scholar
Flath, C. M., Friesike, S., Wirth, M., & Thiesse, F. (2017). Copy, transform, combine: Exploring the remix as a form of innovation. Journal of Information Technology, 32(4), 306–325.
Article
Google Scholar
Ford, M. (2008). Disciplinary authority and accountability in scientific practice and learning. Science Education, 92(3), 404–423.
Article
Google Scholar
Forman, G. (2015). Constructive play. In D. P. Fromberg & D. Bergen (Eds.), Play from birth to twelve: Contexts, perspectives, and meanings (pp. 135–142). Routledge.
Google Scholar
Fromberg, D. P., & Bergen, D. (2015). Play from birth to twelve: Contexts, perspectives, and meanings. Routledge.
Book
Google Scholar
Gaskins, N. (2020, January 5). New art: From computational thinking to computational action. Medium. https://medium.com/@nettricegaskins/new-art-from-computational-thinking-to-computational-action-bc9e417b5e2b
Gaskins, N. R. (2021). Techno-vernacular creativity and innovation: Culturally relevant making inside and outside of the classroom. MIT Press.
Book
Google Scholar
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment (CIE), 1(1), 20–20.
Article
Google Scholar
Gouvea, J., & Passmore, C. (2017). ‘Models of’ versus ‘models’ for. Science & Education, 26(1), 49–63.
Article
Google Scholar
Gravel, B. E., Olivares, M. C., & Tucker-Raymond, E. (2022). Re-making education in STEM classrooms with computational play. In C. Mouza, A. Ottenbreit-Leftwich, & A. Yadav (Eds.), Professional development for in-service teachers: Research and practices in computing education. Information Age Press.
Google Scholar
Gravel, B. E., Olivares, M. C., Tucker-Raymond, E., Wagh, A., Gouvea, E., Millner, A., & Ren, A. (2019). Teachers’ emerging disciplinary questions in the context of computational play [Conference paper]. National Association of Research on Science Teaching Annual International Conference. Baltimore, MD, United States.
Gravel, B. E., & Svihla, V. (2021). Fostering heterogeneous engineering practices through whole-class design work. Journal of the Learning Sciences, 30(2), 279–329. https://doi.org/10.1080/10508406.2020.1843465
Article
Google Scholar
Gravel, B. E., Tucker-Raymond, E., Wagh, A., Klimczak, S., & Wilson, N. (2021). More than mechanisms: Shifting ideologies for asset-based learning in engineering education. Journal of Pre-College Engineering Education Research, 11(1), 276–297.
Article
Google Scholar
Gravel, B. E., & Wilkerson, M. H. (2017). Integrating computational artifacts into the multi-representational toolkit of physics education. In D. F. Treagust, R. Duit, & H. E. Fischer (Eds.), Multiple representations in physics education (pp. 47–70). Springer.
Chapter
Google Scholar
Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. The Teachers College Record, 103, 942–1012.
Article
Google Scholar
Grover, S., & Pea, R. (2013). Computational thinking in K-12: A review of the state of the field. Educational Researcher, 42(1), 38–43.
Article
Google Scholar
Grover, S., Biswas, G., Dickes, A., Farris, A., Sengupta, P., Covitt, B., Gunckel, K., Berkowitz, A., Moore, J., Irgens, G. A., Horn, M., Wilensky, U., Metcalf, S., Jeon, S., Dede, C., Puttick, G., Bernstein, D., Wendell, K., Danahy, E., Cassidy, M., Shaw, F., Damelin, D., Roderick, S., Stephens, A. L., Shin, N., Lee, I., Anderson, E., Dominguez, X., Vahey, P., Yadav, A., Rich, K., Schwarz, C., Larimore, R., Blikstein, P. (2020). Integrating STEM & computing in PK-12: Operationalizing computational thinking for STEM learning & assessment. In: Proceedings of the 14th ICLS, Nashville, TN. ISLS.
Gutierrez, K., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32, 19–25.
Article
Google Scholar
Hadad, R., Thomas, K., Kachovska, M., & Yin, Y. (2020). Practicing formative assessment for computational thinking in making environments. Journal of Science Education and Technology, 29(1), 162–173.
Article
Google Scholar
Halverson, E. R., & Sheridan, K. (2014). The maker movement in education. Harvard Educational Review, 84(4), 495–504.
Article
Google Scholar
Hawkins, D. (1965). Messing about in science. Science and Children, 5–9.
Holbert, N. R., & Wilensky, U. (2014). Constructible authentic representations: Designing video games that enable players to utilize knowledge developed in-game to reason about science. Technology, Knowledge and Learning, 19(1–2), 53–79.
Article
Google Scholar
Holden, C. L., Gagnon, D. J., Litts, B. K., & Smith, G. (2014). ARIS: An open-source platform for widespread mobile augmented reality experimentation. In F. Neto (Ed.), Technology platform innovations and forthcoming trends in ubiquitous learning (pp. 19–34). IGI global.
Chapter
Google Scholar
Honey, M., & Kanter, D. E. (2013). Design, make, play. Routledge.
Book
Google Scholar
Honey, M., Pearson, G., & Schweingruber, H. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. National Academies Press.
Google Scholar
Horn, M., Banerjee, A., & Brucker, M. (2022, April). TunePad playbooks: Designing computational Notebooks for creative music coding. ACM Conference on Human Factors in Computing Systems (CHI’ 2022).
Huizinga, J. (1949). Homo ludens: A study of the play-element in culture. Routledge.
Humphreys, P. (2004). Extending ourselves: Computational science, empiricism, and scientific method. Oxford University Press.
Book
Google Scholar
Humphreys, P. (2009). The philosophical novelty of computer simulation methods. Synthese, 169(3), 615–626.
Article
Google Scholar
Irgens, G. A., Dabholkar, S., Bain, C., Woods, P., Hall, K., Swanson, H., Horn, M., & Wilensky, U. (2020). Modeling and measuring high school students’ computational thinking practices in science. Journal of Science Education and Technology, 29(1), 137–161.
Article
Google Scholar
Jaber, L. Z., Dini, V., Hammer, D., & Danahy, E. (2018). Targeting disciplinary practices in an online learning environment. Science Education, 102(4), 668–692.
Article
Google Scholar
Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. Journal of the Learning Sciences, 4(1), 39–103.
Article
Google Scholar
Kafai, Y., Fields, D., & Searle, K. (2014). Electronic textiles as disruptive designs: Supporting and challenging maker activities in schools. Harvard Educational Review, 84(4), 532–556.
Article
Google Scholar
Karmiloff-Smith, A., & Inhelder, B. (1974). If you want to get ahead, get a theory. Cognition, 3(3), 195–212.
Article
Google Scholar
Keller, E. F. (1984). A feeling for the organism, 10th anniversary edition: The life and work of Barbara McClintock. Macmillan.
Google Scholar
Ketelhut, D. J., Mills, K., Hestness, E., Cabrera, L., Plane, J., & McGinnis, J. R. (2020). Teacher change following a professional development experience in integrating computational thinking into elementary science. Journal of Science Education and Technology, 29(1), 174–188.
Article
Google Scholar
Kijima, R., Yang-Yoshihara, M., & Maekawa, M. S. (2021). Using design thinking to cultivate the next generation of female STEAM thinkers. International Journal of STEM Education, 8, 14. https://doi.org/10.1186/s40594-021-00271-6
Article
Google Scholar
Knight, T. (2018). Craft, performance, and grammars. In J.-H. Lee (Ed.), Computational studies on cultural variation and heredity (pp. 205–224). Springer.
Chapter
Google Scholar
Knight, T., & Stiny, G. (2015). Making grammars: From computing with shapes to computing with things. Design Studies, 41, 8–28.
Article
Google Scholar
Lee, I., Grover, S., Martin, F., Pillai, S., & Malyn-Smith, J. (2020). Computational thinking from a disciplinary perspective: Integrating computational thinking in K-12 science, technology, engineering, and mathematics education. Journal of Science Education and Technology, 29(1), 1–8.
Article
Google Scholar
Lee, I., Martin, F., Denner, J., Coulter, B., Allan, W., Erickson, J., Malyn-Smith, J., & Werner, L. (2011). Computational thinking for youth in practice. ACM Inroads, 2(1), 32–37.
Article
Google Scholar
Lee, V. R., & DuMont, M. (2010). An exploration into how physical activity data-recording devices could be used in computer-supported data investigations. International Journal of Computers for Mathematical Learning, 15(3), 167–189.
Article
Google Scholar
Levi-Strauss, C. (1962). The savage mind. University of Chicago Press.
Google Scholar
Li, Y., & Anderson, J. (2020). Developing teachers, teaching, and teacher education for integrated STEM education. In J. Anderson & Y. Li (Eds.), Integrated approaches to STEM education (pp. 353–360). Springer.
Chapter
Google Scholar
Li, Y., Schoenfeld, A. H., diSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., & Duschl, R. A. (2020). On computational thinking and STEM education. Journal for STEM Education Research, 3(2), 147–166.
Article
Google Scholar
Litts, B. K., Lewis, W. E., & Mortensen, C. K. (2020). Engaging youth in computational thinking practices through designing place-based mobile games about local issues. Interactive Learning Environments, 28(3), 302–315.
Article
Google Scholar
Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. E. (1998). Designing professional development for teachers of science and mathematics. Corwin Press.
Google Scholar
Lui, D., Walker, J. T., Hanna, S., Kafai, Y. B., Fields, D., & Jayathirtha, G. (2020). Communicating computational concepts and practices within high school students’ portfolios of making electronic textiles. Interactive Learning Environments, 28(3), 284–301.
Article
Google Scholar
Madkins, T. C., & McKinney de Royston, M. (2019). Illuminating political clarity in culturally relevant science instruction. Science Education, 103(6), 1319–1346.
Article
Google Scholar
Maeng, J. L., Whitworth, B. A., Bell, R. L., & Sterling, D. R. (2020). The effect of professional development on elementary science teachers’ understanding, confidence, and classroom implementation of reform-based science instruction. Science Education, 104(2), 326–353.
Article
Google Scholar
Malyn-Smith, J., Lee, I. A., Martin, F., Grover, S., Evans, M. A., & Pillai, S. (2018). Developing a framework for computational thinking from a disciplinary perspective. In Proceedings of the International Conference on Computational Thinking Education 2018. Hong Kong: The Education University of Hong Kong.
Manz, E. (2015). Resistance and the development of scientific practice: Designing the mangle into science instruction. Cognition and Instruction, 33(2), 89–124.
Article
Google Scholar
Manz, E., & Suárez, E. (2018). Supporting teachers to negotiate uncertainty for science, students, and teaching. Science Education, 102(4), 771–795.
Article
Google Scholar
Markauskaite, L., & Goodyear, P. (2017). Epistemic fluency and professional education. Springer.
Book
Google Scholar
Martin, F. (2018). Rethinking computational thinking. CSTA—The Advocate Blog, (Feb 17, 2018).
Martin, L., Dixon, C., & Betser, S. (2018). Iterative design toward equity: Youth repertoires of practice in a high school maker space. Equity & Excellence in Education, 51(1), 36–47.
Article
Google Scholar
Mejias, S., Thompson, N., Sedas, R. M., Rosin, M., Soep, E., Peppler, K., Roche, J., Wong, J., Hurley, M., Bell, P., & Bevan, B. (2021). The trouble with STEAM and why we use it anyway. Science Education, 105(2), 209–231.
Article
Google Scholar
Mignolo, W. D. (2009). Epistemic disobedience, independent thought and decolonial freedom. Theory, Culture & Society, 26(7–8), 159–181.
Article
Google Scholar
Nasir, N. I. S., & Hand, V. M. (2006). Exploring sociocultural perspectives on race, culture, and learning. Review of Educational Research, 76(4), 449–475.
Article
Google Scholar
Nasir, N. I. S., & Hand, V. (2008). From the court to the classroom: Opportunities for engagement, learning, and identity in basketball and classroom mathematics. Journal of the Learning Sciences, 17(2), 143–179.
Article
Google Scholar
Nasir, N. S., Rosebery, A.S., Warren, B., & Lee, C. D. (2006). Learning as a cultural process. Achieving equity through diversity. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 489–504). Cambridge University Press.
NGSS Lead States. (2013). Next generation science standards: For states, by states. National Academies Press.
Google Scholar
Odden, T. O. B., & Russ, R. S. (2019). Defining sensemaking: Bringing clarity to a fragmented theoretical construct. Science Education, 103(1), 187–205.
Article
Google Scholar
Olivares, M., Tucker-Raymond, E., Gravel, B., & Gouvea, E. (2020, April 17–21). Critical relationality: Desettling teacher-student relationships to knowledge in STEM by designing for intellectual humility [Conference poster]. In Annual meeting of the American Educational Research Association, San Francisco, CA, United States.
Papert, S. A. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books.
Google Scholar
Pappas, C., & Tucker-Raymond, E. (2011). Becoming a teacher researcher in literacy teaching and learning: Strategies and tools for the inquiry process. Routledge.
Book
Google Scholar
Pellegrini, A. D. (Ed.). (2011). The Oxford handbook of the development of play. Oxford Library of Psychology.
Google Scholar
Peppler, K., Halverson, E., & Kafai, Y. B. (2016). Makeology: Makerspaces as learning environments (Volume 1). Routledge.
Book
Google Scholar
Petrich, M., Wilkinson, K., & Bevan, B. (2013). It looks like fun, but are they learning? In M. Honey & D. E. Kanter (Eds.), Design, make, play (pp. 68–88). Routledge.
Google Scholar
Piaget, J. (2013). Play, dreams and imitation in childhood (Vol. 25). Routledge.
Book
Google Scholar
Pickering, A. (1993). The mangle of practice: Agency and emergence in the sociology of science. American Journal of Sociology, 99(3), 559–589.
Article
Google Scholar
Pinkard, N., Erete, S., Martin, C. K., & McKinney de Royston, M. (2017). Digital youth divas: Exploring narrative-driven curriculum to spark middle school girls’ interest in computational activities. Journal of the Learning Sciences, 26(3), 477–516. https://doi.org/10.1080/10508406.2017.1307199
Article
Google Scholar
Pinkard, N., Martin, C. K., & Erete, S. (2020). Equitable approaches: Opportunities for computational thinking with emphasis on creative production and connections to community. Interactive Learning Environments, 28(3), 347–361.
Article
Google Scholar
Porter, A. C., Garet, M. S., Desimone, L. M., & Birman, B. F. (2003). Providing effective professional development: Lessons from the Eisenhower program. Science Educator, 12(1), 23.
Google Scholar
Resnick, M., & Rosenbaum, E. (2013). Designing for tinkerability. In M. Honey & D. E. Kanter (Eds.), Design, make, play (pp. 181–199). Routledge.
Google Scholar
Rice, L. (2009). Playful learning. Journal for Education in the Built Environment, 4(2), 94–108.
Article
Google Scholar
Richard, G. T. (2017). Video games, gender, diversity, and learning as cultural practice: Implications for equitable learning and computing participation through games. Educational Technology, 57(2), 36–43.
Google Scholar
Rieber, L. P. (1996). Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Educational Technology Research and Development, 44(2), 43–58.
Article
Google Scholar
Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.
Google Scholar
Rogoff, B., Mistry, J., Göncü, A., Mosier, C., Chavajay, P., & Heath, S. B. (1993). Guided participation in cultural activity by toddlers and caregivers. Monographs of the Society for Research in Child Development, 58, i–179.
Google Scholar
Rosebery, A. S., Ogonowski, M., DiSchino, M., & Warren, B. (2010). “The coat traps all your body heat”: Heterogeneity as fundamental to learning. Journal of the Learning Sciences, 19(3), 322–357.
Article
Google Scholar
Rosebery, A. S., Warren, B., & Tucker-Raymond, E. (2016). Developing interpretive power in science teaching. Journal of Research in Science Teaching, 53(10), 1571–1600.
Article
Google Scholar
Rouse, R., & Rouse, A. G. (2022). Taking the maker movement to school: A systematic review of preK-12 school-based makerspace research. Educational Research Review, 35, 100413. https://doi.org/10.1016/j.edurev.2021.100413
Article
Google Scholar
Ryoo, J. J. (2019). Pedagogy that supports computer science for all. ACM Transactions on Computing Education (TOCE), 19(4), 1–23.
Article
Google Scholar
Secules, S., McCall, C., Mejia, J. A., Beebe, C., Masters, A. S., Sánchez-Peña, M. L., & Svyantek, M. (2021). Positionality practices and dimensions of impact on equity research: A collaborative inquiry and call to the community. Journal of Engineering Education, 110(1), 19–43.
Article
Google Scholar
Sengupta, P., & Clark, D. (2016). Playing modeling games in the science classroom: The case for disciplinary integration. Educational Technology, 16–22.
Sengupta, P., Dickes, A., & Farris, A. (2018). Toward a phenomenology of computational thinking in STEM education. In M. S. Khine (Ed.), Computational thinking in the STEM disciplines (pp. 49–72). Springer.
Chapter
Google Scholar
Sengupta, P., Shanahan, M. C., & Kim, B. (2019). Reimagining STEM education: Critical, transdisciplinary, and embodied approaches. In P. Sengupta, M. C. Shanahan, & K. Beaumie (Eds.), Critical, transdisciplinary and embodied approaches in STEM education (pp. 3–19). Springer.
Chapter
Google Scholar
Shanahan, M.-C., Carol-Ann Burke, L. E., & Francis, K. (2016). Using a boundary object perspective to reconsider the meaning of STEM in a Canadian context. Canadian Journal of Science, Mathematics and Technology Education, 16(2), 129–139. https://doi.org/10.1080/14926156.2016.1166296
Article
Google Scholar
Shapiro, R. B., & Ahrens, M. (2016). Beyond blocks: Syntax and semantics. Communications of the ACM, 59(5), 39–41.
Article
Google Scholar
Shapiro, R. B., Kelly, A., Ahrens, M., Johnson, B., Politi, H., & Fiebrink, R. (2017). Tangible distributed computer music for youth. Computer Music Journal, 41(2), 52–68.
Article
Google Scholar
Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75.
Article
Google Scholar
Sherin, B., diSessa, A. A., & Hammer, D. (1993). Dynaturtle revisited: Learning physics through collaborative design of a computer model. Interact Learning Environments, 3(2), 91–118.
Article
Google Scholar
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Squire, K. (2013). Video games and learning: Teaching and participatory culture in the digital age. Alberta Journal of Educational Research, 59(1), 129–132.
Google Scholar
Sutton-Smith, B. (1997). The ambiguity of play. Harvard University Press.
Google Scholar
Takeuchi, M. A., Sengupta, P., Shanahan, M. C., Adams, J. D., & Hachem, M. (2020). Transdisciplinarity in STEM education: A critical review. Studies in Science Education, 56(2), 213–253.
Article
Google Scholar
Tissenbaum, M., Sheldon, J., & Abelson, H. (2019). From computational thinking to computational action. Communications of the ACM, 62(3), 34–36.
Article
Google Scholar
Tucker-Raymond, E., & Gravel, B. E. (2019). STEM literacies in makerspaces: Implications for learning, teaching, and research. Routledge.
Book
Google Scholar
Tucker-Raymond, E., Gravel, B. E., Robinson, E. L., Price, D., Olivares, M. C., Millner, A., & Peruzzi, D. (In preparation). Building for movement: Black affirming middle school science. For Middle School Journal.
Tucker-Raymond, E., Puttick, G., Cassidy, M., Harteveld, C., & Troiano, G. M. (2019). “I Broke Your Game!”: Critique among middle schoolers designing computer games about climate change. International Journal of STEM Education, 6(1), 1–16.
Article
Google Scholar
Van Leeuwen, L., & Westwood, D. (2008). Adult play, psychology and design. Digital Creativity, 19(3), 153–161.
Article
Google Scholar
Vasudevan, V., Kafai, Y., & Yang, L. (2015, June). Make, wear, play: Remix designs of wearable controllers for scratch games by middle school youth. In Proceedings of the 14th international conference on interaction design and children (pp. 339–342). https://doi.org/10.1145/2771839.2771911
Vossoughi, S., Davis, N. R., Jackson, A., Echevarria, R., Muñoz, A., & Escudé, M. (2021). Beyond the binary of adult versus child centered learning: Pedagogies of joint activity in the context of making. Cognition and Instruction, 39(3), 211–241.
Article
Google Scholar
Vossoughi, S., Jackson, A., Chen, S., Roldan, W., & Escudé, M. (2020). Embodied pathways and ethical trails: Studying learning in and through relational histories. Journal of the Learning Sciences, 29(2), 183–223.
Article
Google Scholar
Vygotsky, L. S. (1978). Mind in society: The development of higher mental process. Harvard University Press.
Google Scholar
Wagh, A., Cook-Whitt, K., & Wilensky, U. (2017). Bridging inquiry-based science and constructionism: Exploring the alignment between students tinkering with code of computational models and goals of inquiry. Journal of Research in Science Teaching, 54(5), 615–641.
Article
Google Scholar
Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A. S., & Hudicourt-Barnes, J. (2001). Re-thinking diversity in learning science: The logic of everyday sense-making. Journal of Research on Science Teaching, 38(5), 529–552.
Article
Google Scholar
Warren, B., & Rosebery, A. S. (2011). Navigating interculturality: African American male students and the science classroom. Journal of African American Males in Education, 2(1), 98–115.
Google Scholar
Warren, B., Vossoughi, S., Rosebery, A. S., Bang, M., & Taylor, E. V. (2020). Multiple ways of knowing: Re-imagining disciplinary learning. In N. S. Nasir, C. D. Lee, R. D. Pea, & M. M. de Royston (Eds.), Handbook of the cultural foundations of learning (pp. 277–294). Routledge.
Chapter
Google Scholar
Watkins, J., Hammer, D., Radoff, J., Jaber, L. Z., & Phillips, A. M. (2018). Positioning as not-understanding: The value of showing uncertainty for engaging in science. Journal of Research in Science Teaching, 55(4), 573–599.
Article
Google Scholar
Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining computational thinking for mathematics and science classrooms. Journal of Science Education and Technology, 25(1), 127–147.
Article
Google Scholar
White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3–118.
Article
Google Scholar
Wilensky, U., & Reisman, K. (2006). Thinking like a wolf, a sheep, or a firefly: Learning biology through constructing and testing computational theories—An embodied modeling approach. Cognition and Instruction, 24(2), 171–209.
Article
Google Scholar
Wilkerson, M. H., D’Angelo, C. M., & Litts, B. K. (2020). Stories from the field: Locating and cultivating computational thinking in spaces of learning. Interactive Learning Environments, 28(3), 264–271. https://doi.org/10.1080/10494820.2020.1711326
Article
Google Scholar
Wilkerson-Jerde, M. H., Gravel, B. E., & Macrander, C. A. (2015). Exploring shifts in middle school learners’ modeling activity while generating drawings, animations, and computational simulations of molecular diffusion. Journal of Science Education and Technology, 24(2–3), 396–415.
Article
Google Scholar
Windschitl, M. (2003). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87(1), 112–143.
Article
Google Scholar
Wing, J. (2011). Research notebook: Computational thinking—What and why? The Link Magazine, Spring. Carnegie Mellon University, Pittsburgh. Retrieved from http://link.cs.cmu.edu/article.php?a=600
Yadav, A., Hong, H., & Stephenson, C. (2016). Computational thinking for all: Pedagogical approaches to embedding 21st century problem solving in K-12 classrooms. TechTrends, 60(6), 565–568.
Article
Google Scholar
Zosh, J. M. Z., Hirsh-Pasek, K., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Solis, S. L., & Whitebread, D. (2018). Accessing the inaccessible: Redefining play as a spectrum. Frontiers in Psychology, 9, 1124.
Article
Google Scholar