Danielle Boyd Harlow

Danielle Boyd Harlow
University of California, Santa Barbara | UCSB · Gevirtz Graduate School of Education

Ph.D.

About

59
Publications
32,802
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765
Citations

Publications

Publications (59)
Conference Paper
Full-text available
Student-generated physics problems are a way to encourage students to utilize concepts and to identify situations in which to use them. This study looks at three undergraduate physics sections at a university in Chile and how students generated and established their own problems in circular motion (CM) for high school students. By collecting and an...
Article
We investigated beginning secondary science teachers’ understandings of the science and engineering practice of developing and using models. Our study was situated in a scholarship program that served two groups: undergraduate STEM majors interested in teaching, or potential teachers, and graduate students enrolled in a teacher education program to...
Article
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“I am a scientist. I’m not like a scientist.” We were excited to hear this response from one of the girls who participated in our afterschool program focused on science, technology, engineering, and mathematics (STEM). The STEMinist Program was a research-practice collaboration between university researchers and an afterschool program for female st...
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This article integrates an ecological approach and design-based research in computer science education research by following the simultaneous development of a computer programming environment and curriculum for elementary school age children over 2-1/2 years. We studied the alignment of the affordances provided by the programming environment and cu...
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With the goal of supporting an inclusive maker education learning experience, a science museum, university, and middle school partnered to engage students diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) in an authentic design challenge: fabricate a personalized fidget. LINK: http://csl.nsta.org/2018/08/fabricating-fidgets/
Conference Paper
Visual block-based programming environments (VBBPEs) such as Scratch and Alice are increasingly being used in introductory computer science lessons across elementary school grades. These environments, and the curricula that accompany them, are designed to be developmentally-appropriate and engaging for younger learners but may introduce challenges...
Conference Paper
We1 introduce a framework to describe visitor engagement at an interactive museum exhibit where visitors build and test ball roller coasters. Our framework consists of two dimensions. The first is levels of engagement, which describe what visitors are doing and how they are interacting with the exhibit. The second dimension is practices of learning...
Conference Paper
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We describe the benefits of a collaborative and creative mentorsupported engineering program conducted between a group of fifth- and sixth-grade students and engineering undergraduate students. The elementary students and undergraduates collaborated in small teams to design and build robots that would dance together. The program was augmented with...
Article
Active Learning Environments with Robotic Tangibles (ALERT) and Robopad, an analogous on-screen virtual spatial programming environment for educational Human Robot Interaction (HRI), have been developed. Evaluations of these in the context of free play and open-ended learning activities show that both systems afford opportunities for young children...
Conference Paper
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The Maker Movement, with a novel approach to learning and conceptualizing science, could potentially increase representation from groups traditionally alienated by mainstream science. However, only a few studies have been conducted on underrepresented groups' participation in Maker projects. In this paper, we explore how a group of Latina youths, w...
Conference Paper
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The STEM toy market is primarily designed for, and targeted to, boys. Even the Maker Movement, which has been hailed as a movement for all types of people, is dominated by males. In this paper, we take a mixed-methods approach to identify the affordances of activity design that engage first through sixth grade girls in STEM play. We present data fr...
Conference Paper
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This paper reports on the communication patterns of two students in two settings: the elementary school classroom and the computer lab. One child was diagnosed with autism and the other was neurotypical. These students participated in a computer science curriculum designed for upper elementary school children (grades 4-5; ages 9-10), featuring bloc...
Article
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We set out to help students develop literacy and engineering skills while fostering an identity as individuals who are capable of changing society. Our focus on literacy within this project is a direct response to the abilities and needs of our participating students, whose first language is Spanish and who vary in their reading ability (third- to...
Conference Paper
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As more elementary schools commit to integrating computer science instruction into their curricula, they seek guidance on what concepts are appropriate for students at different grade levels. Currently, little is known about how best to sequence computer science learning across elementary grades. In this paper, we present an analysis of 123 student...
Conference Paper
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We developed the Draw-A-Computer-Scientist-Test (DACST) to better understand elementary school students' conceptions of computer scientists and the nature of their work. By understanding how young children perceive computer scientists, we can broaden their ideas about the activities and images of computer scientists. We administered the DACST to 87...
Conference Paper
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In this paper, we describe an event where 33 pre-service elementary school teachers planned and facilitated a School Maker Faire as part of their elementary science teaching methods course. We focus on one group of four pre-service teachers who facilitated a balloon rocket station and examine the decisions they made when facilitating children's int...
Conference Paper
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Eighth grade students in an engineering course designed and tested prosthetic bones for use in a movie. Bone design required physics content to be integrated with knowledge of math, engineering, and technology. Specifically, students used a 3D printer and associated design software to design, fabricate, and test a prosthetic fibula for a stuntman's...
Conference Paper
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In this paper, we present an analysis of 123 students' (aged 9-12) digital stories created in a visual block-based programming language across three grade levels (grades 4-6). These students were all involved in the same introductory computer science curriculum. Participating students attended the same school and received computer science instructi...
Conference Paper
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As computer science moves from an outreach activity to a normal classroom activity in the multi-subject, mainstream elementary school classroom, curricula need to be examined to ensure they are meeting the needs of diverse students. In this paper, we present how Universal Design for Learning (UDL) was used to develop and refine a programming enviro...
Conference Paper
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With the growing movement to use visual block-based languages (VBBLs) in elementary and middle school classrooms, questions arise about the learning outcomes of such activities. While some schools are content to use VBBLs to spark interest and motivation for the future pursuit of computing, others are asking, Does this early exposure produce knowle...
Conference Paper
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Visual block-based programming environments allow elementary school students to create their own programs in ways that are more accessible than in textual programming environments. These environments help students write code by removing syntax errors and reducing typing. Students create code by dragging, dropping, and snapping constructs together (...
Conference Paper
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In this paper, we present our analysis of 92 fourth graders' digital story projects completed in LaPlaya, a Scratch-like programming environment. Projects were analyzed for the way that students programmed the start of the story, and if the program integrated user-centered design by providing instruction to the user on how to interact with the digi...
Conference Paper
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The recent growth of interest in computer science has created a movement to more readily introduce computer science in K-12 classrooms. However, little research exists on how to successfully bring computer science to lower grade levels. In this paper, we present advice for researchers and curriculum developers who are getting started working with c...
Conference Paper
We explored how university students (i.e., undergraduate and graduate students) participating in an outreach program practiced place-based teaching strategies. This research is informed by the literature on learning to teach through apprenticeship and place-based education. The intended and enacted curricula of the outreach program were studied. Th...
Conference Paper
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The recent renaissance in early computer science education has provided K-12 teachers with multiple options for introducing children to computer science. However, tools for teaching programming for children with wide-scale adoption have been targeted mostly at pre-readers or middle school and higher grade-levels. This leaves a gap for 4th -- 6th gr...
Chapter
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Computing has impacted almost all aspects of life, making it increasingly important for the next generation to understand how to develop and use software. Yet, a lack of research on how children learn computer science and an already impacted elementary school schedule has meant that very few children have the opportunity to learn computer science p...
Article
Recent studies in learning programming have largely focused on high school and college students; less is known about how young children learn to program. From video data of 20 students using a graphical programming interface, we identified ideas that were shared and evolved through an elementary school classroom. In mapping these ideas and their re...
Article
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The desire to expose more students to computer science has led to the development of a plethora of educational activities[16, 7, 15, 4] and outreach programs to broaden participation in computer science. Despite extensive resources (time and money), they have made little impact on the diversity of students pursuing computer science. To realize larg...
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We used a “knowledge in pieces” perspective on teacher learning to document undergraduates' pedagogical resources in a model-based physics course for potential teachers. We defined pedagogical resources as small, discrete ideas about teaching science that are applied appropriately or inappropriately in specific contexts. Neither right nor wrong, al...
Conference Paper
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Computational thinking, an approach to problem solving, is a key practice of science education rarely integrated into instruction in an authentic way. A second key practice, creating models of physical phenomenon, has been recognized as an important strategy for facilitating students' deeper understandings of both science concepts and the practices...
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This paper reports the results of an investigation of how a professional development content course based on the Physics and Everyday Thinking (PET) curriculum affected the teaching practices of five case study elementary school teachers. The findings of this study highlight different ways that teachers use what they learn in content courses to tea...
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To close the current “innovation gap”, schools must help students develop creative thinking skills and understanding of technical careers as requiring creativity. A first step is understanding students’ current perceptions of the work of such careers. The goal of this study was to identify patterns in how secondary school students viewed the work o...
Article
We investigated how prospective teachers used physics content knowledge when analyzing the talk of elementary children during special activities in an undergraduate physics content course designed for prospective teachers. We found that prospective teachers used content knowledge to reflect on their own learning and to identify students’ science id...
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We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS) curriculum was designed around specific principles based on research on learning to meet the needs of...
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In this study, pre-service teachers facilitated stations at a family science night as a context to learn to identify, assess, and use children’s science ideas. Assessment is already difficult in K-12 classrooms. Assessing learning in informal learning environments adds the complication that participation is largely voluntary. As such, controlling t...
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This article reports on a two-year ethnographic study of learners participating in multi-site, graduate-level education classes. Classes sometimes met face-to-face in the same physical location; at other times part of the class met physically elsewhere. Yet all were linked through the virtual space. Ethnographic analysis of four data types explored...
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Understanding what children know is paramount to planning effective science instruction; however, in any classroom, the students hold a variety of ideas. Representing these differences in ways that also acknowledge the common trends among students might facilitate the process of differentiation. To exemplify one such possible process of representin...
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We report on the initial field tests of Learning Physical Science (LEPS), a new curriculum adapted from Physical Science and Everyday Thinking (PSET). PSET is an inquiry-based, hands-on, physical science curriculum that includes an explicit focus on nature of science and nature of learning. PSET was developed for small enrollment discussion/lab set...
Article
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Developing explanatory models is a central practice to scientific inquiry. When students create and test explanatory models for scientific phenomenon, they develop content knowledge, knowledge of the nature of science, and creative thinking skills. Unfortunately, such instruction rarely occurs in K-12 science. This is, in part, because teachers do...
Article
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We report on an adapted version of the Physics and Everyday Thinking (PET) curriculum. A unique aspect of PET is its inclusion of special activities that focus on Learning about Learning (LAL) in which undergraduates analyze videos of children talking about science and explicitly consider the nature of science. To create a course that intentionally...
Article
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Prior research has documented that analyzing video of children learning science aids pre‐service teachers in developing physics knowledge and deepens their understanding of the learning process. Research on video analysis in teacher education suggests that the primary value of such tasks comes not from watching the video, but from the subsequent di...
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One aspect of scientific inquiry that appears to be particularly challenging to learn is how explanatory models are developed and used in science. It is even more challenging to learn to teach through methods that engage young students in building and using explanatory models. In part, this is because to do so requires that teachers make real-time...
Article
Full-text available
This paper presents an investigation of how a professional development course based on the Physics and Everyday Thinking (PET) curriculum affected the teaching practices of five case study elementary teachers. The findings of this study show that each teacher transferred different content and pedagogical aspects of the course into their science tea...
Article
Full-text available
Physics education researchers have created specialized physics courses to meet the needs of elementary teachers. While there is evidence that such courses help teachers develop physics content knowledge, little is known about what teachers transfer from such courses into their teaching practices. In this study, we examine how one elementary teacher...
Article
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As educational researchers and teacher educators, we have the responsibility to help teachers gain the skills and knowledge necessary to provide meaningful learning activities for their students. For elementary school science, this means helping teachers create situations in which children can participate in the practices associated with scientific...
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Our research shows that students in physics courses often string together scientific terms in ways that make little sense to the expert. An example of this is, ``It's an energy-force. Motion, was there motion in the (magnetized) nail? Force. There was a force to the energy in the nail.'' We have identified several cases in which the intensive use o...
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Many words are used in physics differently than they are used in everyday speech. Thus, physics learners must develop conceptual understandings of physical phenomena while learning to use words in new ways. This simultaneous construction of physics concepts and discourse requires that students talk about partially understood concepts using partiall...
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This paper examines the role that physics subject matter knowledge plays in one aspect of elementary teaching: listening to children’s science ideas. Preliminary results of this study show that prospective teachers use their conceptual understanding of physics to analyze the “physics talk” of elementary students. This is demonstrated by their resta...
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What happens when university curriculum developers are mixed with motivated elementary teachers? ? An awesome learning collaboration that benefits researchers, teachers, and students! That's what the authors discovered when they--university researchers involved in the Physics for Elementary Teachers (PET) project--teamed up with local elementary te...
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Teacher education programs around the nation continue to be challenged to prepare prospective teachers to use technology “meaningfully” in their instruction. This implies that university faculty in teacher education programs must become proficient at technology use and must come to understand content-specific, pedagogical uses of technology for the...
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This paper describes preliminary results of the analysis of a subset of data in which third grade children argue about how current travels through a simple circuit in a whole-class discussion. A model of four distinct patterns of argumentation among these eight-year-old children is proposed and described in this discussion.
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In this article, we introduce strategies and procedures for collecting and analyzing qualitative data and discuss other aspects of qualitative research such as the role of theory. There are multiple traditions of qualitative research, each with its own methods and terminology. Here, we provide a generic approach to qualitative research that is cons...

Projects

Projects (3)
Archived project
Project
Exploration of what counts as science. During girls' interactions and explorations with scientists, they video recorded and took field notes, which served as a repository of information for a published book.