References

  • Blikstein, P. 2018. Pre-college computer science education: A survey of the field. Mountain View, CA: Google LLC.
  • Bicer, A., Y. Lee, and C. Perihan. 2020. Inclusive STEM high school factors influencing ethnic minority students’ STEM preparation. Journal of Ethnic and Cultural Studies 7 (2): 147–172.
  • Cohen, J. 1988. Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
  • Fredricks, J.A., P.C. Blumenfeld, and A.H. Paris. 2004. School engagement: Potential of the concept, state of the evidence. Review of educational research 74 (1): 59–109.
  • Hidi, S., and K.A. Renninger. 2006. The Four-Phase Model of Interest Development. Educational Psychologist 41 (2): 111–127. doi:10.1207/s15326985ep4102_4.
  • Jackson, D.W., H. Zhang, and M. Barnett. 2019. Integrating computational thinking, engineering design, and environmental science through smart greenhouses. Proceedings of the 2019 ASEE Annual Conference & Exhibition. https://doi.org/10.18260/1-2–32406.
  • Cheng, Y., and D. Jackson. Forthcoming. From “in a sleep” to “stayed every day”: Engaging Students and Teachers with Micro: bit Smart-Greenhouses. International Conference of the Learning Sciences (ICLS).
  • Luckin, R. 2018. Machine learning and human intelligence: The future of education for the 21st century. London: UCL IOE Press.
  • National Science Teaching Association. 2020. STEM education teaching and learning. Position Statement. https://www.nsta.org/nstas-official-positions/stem-education-teaching-and-learning.
  • Rodriguez, S.L., and K. Lehman. 2017. Developing the next generation of diverse computer scientists: the need for enhanced, intersectional computing identity theory. Computer Science Education 27 (3–4): 229–247.
  • Semerjian, A.R., and C.Q. Roberto. 2019. Evaluating the impact of a smart greenhouse intervention on interest and identity using a new framework. In A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL), 2019, Volume 2, eds. K. Lund, G.P. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, and M. Baker, 951–952). Lyon: FR. International Society of the Learning Sciences.
  • Wing, J.M. 2006. Computational thinking. Communications of the ACM, 49(3), 33–35.
  • Xu, Y. 2019. Extending Text-based programming languages to embed computing into middle school science classrooms. Boston College. Unpublished Dissertation.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.