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Your search keyword '"Searle, Kristin A."' showing total 25 results
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25 results on '"Searle, Kristin A."'

5. Culturally Responsive Storytelling Across Content Areas Using American Indian Ledger Art and Physical Computing.

Author

Fasy, Brittany Terese, Chipps, Joseph Eli, Hancock, Stacey, Dangol, Aayushi, Searle, Kristin, Tofel-Grehl, Colby, Rogowski, Aubrey, and Mengying Jiang

Subjects
COMPUTER science, PROFESSIONAL education, SCHOOLS, UNITED States. Indian Education Act, TEACHER training
Abstract

In July 2021, Computer Science (CS) standards were officially added as a subject area within the K-12 Montana content standards. However, due to a lack of professional development and pre-service preparation in CS, schools and teachers in Montana are underprepared to implement these standards. Montana is also a unique state, since American Indian education is mandated by the state constitution in what is known as the Indian Education for All Act. We are developing elementary and middle school units and teacher training materials that simultaneously address CS, Indian Education, and other Montana content standards. In this paper, we present a unit for fourth through sixth grades using a participatory design approach. Through physical computing, students create a visual narrative of their own stories inspired by ledger art, an American Indian art medium for recording lived experiences. We discuss the affordances and challenges of an integrated approach to CS teaching and learning in elementary and middle schools in Montana. [ABSTRACT FROM AUTHOR]

Published
2022

7. PUTTING THE "M" BACK INTO STEM: CONSIDERING HOW UNITS COORDINATION RELATES TO COMPUTATIONAL THINKING.

Author

MacDonald, Beth L., Tofel-Grehl, Colby, Searle, Kristin A., Hawkman, Andrea M., and Suárez, Mario I.

Subjects
MATHEMATICS education, ELEMENTARY education, LEARNING theories in education, INTERDISCIPLINARY education, STEM education, STEAM education
Abstract

This theoretical commentary examines theory driven discussions in Science, Technology, Engineering, and Mathematics (STEM) fields and mathematics fields. Through this examination, the authors articulate particular parallels between spatial encoding strategy theory and units coordination theory. Finally, these parallel are considering pragmatically in the Elementary STEM Teaching Integrating Textiles and Computing Holistically (ESTITCH) curriculum where STEM and social studies topics are explored by elementary students. This commentary concludes with questions and particular directions our mathematics education field can progress when integrating mathematics in STEM fields. [ABSTRACT FROM AUTHOR]

Published
2020
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