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CoRE Lab at AERA 2024
We will be presenting several strands of work at the upcoming 2024 Annual Meeting of the American Educational Research Conference in Philadelphia. This year, much of our work has focused on teachers’ and teacher educators’ perception and uptake of more socially-aware approaches data literacy education. We have also continued to develop our line of research […]
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CoRE Kicks off BSE Faculty Conversation Series
Members of the CoRE Lab kicked off the Berkeley School of Education’s Faculty Conversations series with a panel discussion entitled Visioning New STEM Literacies Together: Reflections on the Process and Purpose of Collaborative Design. Jacob Barton, Dr. Cherise McBride, Dr. Emily Reigh, and Collette Roberto each shared brief overviews of their ongoing research projects with […]
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Who creates our computational worlds?
Henrique, B., Roberto, C., & Wilkerson, M. H. (2022). Who creates our computational worlds? [Review of the book Critically Conscious Computing: Methods for Secondary Education]. International Journal of Child-Computer Interaction, 35(100546). doi: https://doi.org/10.1016/j.ijcci.2022.100546
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Exploring Children’s Geographies
Reigh, E., Escudé, M., Bakal, M., Rivero, E., Wei, X., Roberto, C., Hernandez, D., Yada, A., Gutierrez, K. G., & Wilkerson, M. H. (2022). Mapping racespace: Data stories as a tool for environmental and spatial justice. In BSOPS #48: “Learning Within Socio-Political Landscapes: (Re)imagining Children’s Geographies”, 79-95. doi: https://doi.org/10.58295/2375-3668.1452
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Writing Data Stories
This project integrates computational data analysis into the middle school science curriculum. Students combine personal experience, interviews, and journalistic investigations of scientific phenomena with data investigations to create multimodal “data stories” that both tell stories about data and how it was collected and analyzed, as well as with data about socio-scientific issues.
Funded by: National Science Foundation IIS-1900606|
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Collette Roberto
I study critical computational literacies and sociocultural dimensions of learning.
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Computer Science for Racial Justice (CS4RJ)
The Computer Science for Racial Justice (CS4RJ) project aims to support just and sustainable engagements in CS learning alongside Black, Indigenous, People of Color (BIPOC) communities. It seeks to support historical reauthoring, a version of computational “remixing” that encourages students to engage with the ethical and political dimensions of computing.
Funded by: Google CS-ER|
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Computing+ Reading Group
A standing group of researchers working at the intersection of computing, data, and science education. We curate and synthesize relevant work across literatures and domains, and consider implications for K12 educators and researchers.
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