Danielle Harlow's research while affiliated with University of California, Santa Barbara and other places

Publications (25)

Article
Quantum computers are at the forefront of computing; however, few people understand how they work and their capabilities. We present two versions of an interactive activity designed for high school students (ages 13 to 18) that introduce a core quantum concept—entanglement. The first version illustrates a simple connection between two particles, an...
Article
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[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Fifteen years ago, following recommendations from research on science education for prospective teachers and for students more broadly, Physics and Everyday Thinking introduced activities within an inquiry-based undergraduate physics course that explicitly...
Chapter
This chapter provides an overview of a knowledge-in-pieces perspective on learning: the idea that knowledge consists of small cognitive units rather than large concepts. In the 1990s, diSessa (1993) introduced knowledge-in-pieces as an alternative learning theory to conceptual change and termed these small cognitive elements phenomenological primit...
Conference Paper
This paper presents the potential effect of a computer programming curriculum on the verbal communication skills of an elementary school student with autism. The student participated in a block-based computer science curriculum for 2 years. We observed his work in three distinct contexts: (1) the general education classroom, working without compute...
Article
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There is a growing demand in the US for more engineers, yet attrition rates from university engineering programs are high and diversity in engineering is low. Few resources have been dedicated to the improvement of freshman engineering courses even though freshman students have the highest rates of attrition. Through a synthesis of the literature o...
Article
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This study used cultural historical activity theory to make meaning of a digital fabrication project situated in the complexity of a classroom. Using an ethnographic perspective, we observed 14 students (aged 13–14) in a middle school’s creative design and engineering class inspired by the Maker Movement. Working with the classroom teacher, a profe...
Chapter
Full-text available
Despite the potential of the maker movement to influence how we teach students in school, thus far, most research on maker activities have taken place in informal spaces, such as museums and after-school programs, which are inaccessible to some populations. To ensure maker education reaches all students, it must find its place at school. However, c...
Conference Paper
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This paper describes the design process of 5 middle school students diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Students were tasked with designing and fabricating a personalized fidget-a small hand-held object to use in a classroom with the goal of increasing focus-by following the process of engineering design described in the...
Article
Probing students' conceptual understanding and misconceptions of key engineering concepts is a rich area of research. Given the importance of modern electronics in today's world, it is essential for many engineers, particularly device designers from electrical engineering, to have a robust conceptual knowledge of how electronic devices work. The P-...
Article
The concept of electric current is fundamental in the study of electrical engineering (EE). Students are often exposed to this concept in their daily lives and early in middle school education. Lower-division university courses are usually limited to the study of passive electronic devices and simple electric circuits. Semiconductor physics is an u...
Article
This study investigates how middle school students make hypothetical purchasing, consuming, and voting decisions about environmental and science-related issues – a key component of environmental literacy. Fifty-three female students were given a packet containing multiple excerpts of information from conflicting positions from stakeholders and inte...
Conference Paper
Full-text available
We describe an activity in which a group of 61 high school seniors designed and fabricated physics demonstrations that were part of a large installation exhibited at Maker Faire in San Mateo. The teachers designed the learning experience to simultaneously support students completing projects they were individually responsible for while participatin...
Article
Science, technology and engineering are constantly changing in profound ways, so STEM teachers have to keep up with providing not only the textbook basics, but also updated examples from current technologies, while using novel teaching techniques based on scientific inquiry. Professional development activities are powerful tools to increase teacher...

Citations

... Indeed, many scholars contend that students develop STEM identities by representing and enacting STEMrelated roles in communities of practice: the doing of STEM in the form of hands-on and authentic activities (Adams & Gupta, 2013;Aschbacher et al., 2010;Major & Kirn, 2017;Olitsky, 2007;Packard & Nguyen, 2003;Radovic et al., 2018;Simpson & Bouhafa, 2020;Yoon et al., 2014) and the use of scientific language or discourse (Brown, 2004;Brown et al., 2005;Dou et al., 2019;Radovic et al., 2018;Ryu et al., 2019). Authentic activities such as afterschool programs (Calabrese Barton et al., 2013), service-learning (Dukhan et al., 2008), team projects and collaboration (McLean et al., 2020;Tonso, 2006aTonso, , 2006b, and open-ended design challenges (Baldwin et al., 2016;Chu et al., 2019;Lachapelle & Cunningham, 2017;Rohde et al., 2019) are examples of doing (enactment) that can cultivate relevant discourse (representation) (Allie et al., 2009;Brown et al., 2005;Ryu et al., 2019) and specialized cultural knowledge (Brown et al., 2005;Tonso, 2006a). Furthermore, authentic engineering activities can help cultivate an engineering identity's subjective/social dimension-as a narrative of oneself as an engineer (Calabrese Barton et al., 2013;Eliot & Turns, 2011;Radovic et al., 2018;Simpson & Bouhafa, 2020). ...
... None of them referred to the direct or indirect, market or non-market aspects of the ES. These students' initial ideas may be considered a p-prim short of ideas that are neither correct nor incorrect themselves but that can be appropriately or inappropriately applied in a given context (Harlow and Bianchini 2020), in which teachers should work to help students develop a more sophisticated understanding of ES. Therefore, a future research line should focus on how teaching-learning sequences such as the one presented here could help students develop a more scientific understanding of the ES concept by analysing, for example, the presence of the 6 big ideas described by Ruppert and Duncan (2017) in the definitions given by the students before and after the didactic intervention. ...
... Many of these programs focus on the youngest learners who are developing understandings of physical science and attitudes towards physics that will shape their future choices and experiences with physics. Along with this is a growing recognition of the value of partnerships and STEM ecosystems that support student learning by creating new opportunities for learning that leverage the affordances of multiple types of institutions [6,7]. ...
... New forms and genres of zine continue to develop today [45]. For instance, the genre of tech zines-which describe topics such as quantum computing [19], tcp, git [17], and AI [38]-has grown in popularity in recent years, with dedicated zine fairs emerging to support them [40,48]. The popularity of this genre may be due to the often casual form of zines, allowing for gentle introductions to technical or daunting topics [54]. ...
... Unlike the field trip program that needed to be implemented similarly across grade levels, teachers could implement a classroom activity more tailored to their grade level. Thus, each of these modules were differentiated across broad grade level bands (see [25]); however, through iterative testing and discussions with teachers, we found the largest difference between grade levels was not in student science or engineering knowledge, but in their literacy and math capabilities. Using the literacy and math standards to guide our differentiation allowed us to do more age-appropriate activities, especially in the ways that students collected and analyzed data. ...
... Informal Physics Education Research (IPER) is a growing research field that includes physics outreach, physics learning in museums, and other types of public science communication [1][2][3][4][5]. Many of these programs focus on the youngest learners who are developing understandings of physical science and attitudes towards physics that will shape their future choices and experiences with physics. ...
... Service-learning has been successfully incorporated into higher education courses across fields such as Psychology (Bringle et al., 2016), Human Development and Family Studies (Weiler et al., 2013), Public Health (Mackenzie et al., 2019), Engineering (Mclean et al., 2019), Ecology (Mc-Ginley, 2018), and Chemistry (Najmr et al., 2018;Sewry and Paphitis, 2018), among others. Although the goals of each service-learning course or project may differ, they often share the common purpose of reaching beyond the university 'walls' to involve community members in learning or in project work. ...
... FINDING 9. Engineering builds 21st-century skills Aranda et al., 2020a,b Barton & Tan, 2010{ Blikstein, 2013Buchholz et al., 2014Capobianco & Lehman, 2018Carberry & Hynes, 2007Carlone et al., 2021Ching et al., 2016Cloutier et al., 2018Ganesh & Schnittka, 2014Guzey & Aranda, 2017Guzey et al., 2019Hansen et al., 2018Hegedus et al., 2014Hertel et al., 2017Holly, 2021Hynes & Swenson, 2013 Dubriwny et al., 2016English et al., 2013Ganesh & Schnittka, 2014Güdel et al., 2019* Hansen et al., 2018Hegedus et al., 2014High et al., 2010* Holly, 2021Hudson et al., 2015* Hutchinson et al., 2011Hynes & Swenson, 2013{ Ilumoka et al., 2017* { Jackson et al., 2016, 2021Jones et al., 2015Kapucu, 2019Kelly et al., 2007Klahr et al., 2007* Kittur et al., 2017Long et al., 2020Mueller et al., 2018Rorrer et al., 2005 ...
... Education systems should adopt more innovative approaches in a context that students see as relevant and, in this way, are willing to deal with (Bissaker, 2014). "According to Harlow et al. (2018), teacher support is needed to develop appropriate skills to promote STEM learning experiences, as many teachers do not have pedagogical practices to teach STEM education. Milner-Bolotin (2018) notes that it is essential to review available research evidence on teacher knowledge development during teacher education and better understand how to educate STEM teachers" (Berisha & Vula, 2021, p. 2). ...
... Preservice elementary teachers were exposed to a purposeful introduction to maker principles through the teaching of science curriculum as described by Harlow and Hansen (2018). Future teachers were taught about the realities of integrating maker principles through a Maker Faire, which is an organized celebration of maker culture (Dougherty, 2016). ...