Tag: Michelle

  • 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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  • Michelle Hoda Wilkerson

    I study how young people learn to work with the texts of scientific computing: things like data visualizations or computer simulations.

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  • NASEM Workshop on K-12 Data Science

    Michelle was a Co-Chair, with Dr. Nick Horton of Amherst College, of the National Academies of Science, Engineering, and Medicine’s Workshop on the Foundations of K-12 Data Science held in Washington, D. C. and online Sept 13-14. The convening sought to share the state of the art from research and practice in Data Science Education. […]

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  • Learning from “Interpretations of Innovation”

    Wilkerson, M. H., Shareff, R. L., & Laina, V. (2022). Learning from “interpretations of innovation” in the codesign of digital tools. In M-C. Shanahan, B. Kim, M. A. Takeuchi, K. Koh, A. P. Preciado-Babb, & P. Sengupta (Eds.), The Learning Sciences in Conversation: Theories, Methodologies, and Boundary Spaces. Routledge.

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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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  • Humanistic Stance in K-12 Data Science Ed

    Lee, V., Wilkerson, M. H., & Lanouette, K. (2021). A call for a humanistic stance toward K-12 data science education. Educational Researcher, 50(9), 664-672. doi: 10.3102/0013189X211048810

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  • Sustained Modeling in K12 Science (A2S)

    From Access to Sustainability: Investigating Ways to Foster Sustainable Use of Computational Modeling in K-12 Science Classrooms (A2S) seeks to support and examine the development of computational modeling as a sustained practice in middle school science classrooms

    Funded by: National Science Foundation DRL-2010413

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  • DataSketch

    The DataSketch project explored how middle school students think and learn about data visualization. It involved two interrelated strands of work: (1) research on grade 5-8 students’ existing competencies and practices related to data visualization; and (2) the development and study of a tablet based toolkit for students to create digital ink programmable visualizations that respond to archival or live data stream input.

    Funded by: National Science Foundation IIS-1350282

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