Center for Science and Technology in Education (CSTE)

Browse through the recent publications, grants, and presentations of CSTE members!

CSTE Member Research

Lin, Y., & Weintrop, D. (2021). The landscape of Block-based programming: Characteristics of block-based environments and how they support the transition to text-based programming. Journal of Computer Languages, 101075. link

Clegg, T., Hernly, K., Ahn, J., Yip, J., Bonsignore, E., Pitt, C., & Pauw, D. (under review). It takes a village: Relational dispositions that fuel community science learning. American Educational Research Journal.

Hernly, K. (2016). Drawing the real and the unknown: A look at a project by Gemma Anderson. Drawing: Research, Theory, Practice, 1(1). Bristol, UK: Intellect. link 

Kramarczuk, K., Narayanasamy, M., Khan, A., Plane, J., & Atchison, K. (2022, March). Exploring the Relationship Between Undergraduate Near-Peer Intersectional Computing, Mentoring, and Instructor Identities. In Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 (pp. 1093-1093). link

Kramarczuk, K., Narayanasamy, M., Atchison, K., & Plane, J. (2022, March). Training Near-Peer Mentors for Instructional Roles in Informal K-12 Computing Programs. In Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 (pp. 1125-1125). link

Kramarczuk, K., Plane, J., & Atchison, K. (2021, May). First-Generation Undergraduate Women and Intersectional Obstacles to Pursuing Post-Baccalaureate Computing Degrees. In 2021 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT) (pp. 1-8). IEEE. link

Ketelhut, D.J., and Tutwiler, M.S. (2018). Ed Psych Insights: Science Learning and Inquiry with Technology. Routledge. link to purchase

Ketelhut, D.J., & Nelson, B. (2021) Virtual Learning Environments. Oxford Bibliographies in Education. New York: Oxford University Press. link

Ketelhut, D.J., Mills, K., Hestness, E., Cabrera, L., Plane, J., & McGinnis, J.R. (2019). Teacher Change Following a Professional Development Experience in Integrating Computational Thinking into Elementary Science. Journal of Science Education and Technology 29, 174–188. link

Mills, K., Ketelhut, D.J., Gong, X. (2019). Change in Teacher Beliefs, but not Practices, following Integration of Immersive Virtual Environment in the Classroom. Journal of Educational Computing Research 57(7) link

Ketelhut, D.J., & Nelson, B. (2018). Designing, Implementing and Researching the Effects of Narrative-Based Assessment in Virtual Environments. In H. Jiao & R. W. Lissitz (Eds.), Technology Enhanced Innovative Assessment: Development, Modeling, and Scoring from an Interdisciplinary Perspective. Charlotte, NC: Information Age Publisher. p. 53-70.

Coenraad, M.Weintrop, D, Eatinger, D., Palmer, J., & Franklin, D. (2021). Identifying Youths’ Spheres of Influence through Participatory DesignDesigns for Learning, 13(1), 20–34.

Tissenbaum, M., Weintrop, D., Holbert, N., & Clegg, T. (2021). The Case for Alternative Endpoints in Computing EducationBritish Journal of Educational Technology, 52(3), 1164–1177.


Weintrop, D., Morehouse, S. & Subramaniam, M. (2021). Assessing Computational Thinking in LibrariesComputer Science Education 31(2), 290-311.

Weintrop, D., Rutstein, D., Bienkowski, M., & McGee, S. (2021). Assessing Computational Thinking: An Overview of the FieldComputer Science Education. 31(2), 113-116.

Coenraad, M., Pellicone, A., Ketelhut, D. J., Plane, J., Cukier, M. & Weintrop, D. (2020). Experiencing Cybersecurity One Game at a Time: A Systematic Review of Cybersecurity Digital GamesSimulation & Gaming, 51(5), 586–611.

Coenraad, M., Hopcraft, C., Jozefowicz, J., Palmer, J., Franklin, D. & Weintrop, D. (2020). Helping Teachers Make Equitable Decisions: Effects of the TEC Rubric on Teachers’ Computing Curriculum EvaluationComputer Science Education.

Tang, X., Levin, D. M., Chumbley, A. K., & Elby, A. (2022). Arguing about argument and evidence: Disagreements and ambiguities in science education research and practice. Science Education, 106(2), 257-284. link

Tang, X., Elby, A., and Hammer, D. M. (2020). The tension between pattern‐seeking and mechanistic reasoning in explanation construction: A case from Chinese elementary science classroom. Science Education, 104(6), 1071-1099. link

Elby, A., & Yerdelen-Damar, S. (2020). Rethinking the relationship between instructors and physics education researchers. Physical Review Physics Education Research, 16(2), 020151. link

Sabo, H., and Elby, A. (2020). Rethinking the division of labor between tutorial writers and instructors with respect to fostering equitable team dynamics. Physical Review Physics Education Research, 16(2), 020142. link

Boudreaux, A., & Elby, A. (2020). How curriculum developers’ cognitive theories influence curriculum development. Physical Review Physics Education Research, 16(2), 020144. link

Kuo, E., Hull, M., Elby, A., & Gupta, A. (2020). Assessing mathematical sensemaking in physics through calculation-concept crossover. Physical Review Physics Education Research, 16(2), 020109. link

Walkoe, J., Sherin, M., & Elby, A. (2020). Video tagging as a window into teacher noticing. Journal of Mathematics Teacher Education, 23(4), 385-405. link

Accessible Computational Thinking in Elementary Science Classes within and across Culturally and Linguistically Diverse Contexts, Principal Investigator, National Science Foundation, DRK12, 2021-2024. (CSTE Participant: Diane Jass Ketelhut)

Remote Teaching Excellence Project, Evaluator (PI: Dr. Donna Wiseman), Prince George’s County School District, 2020-2021. (CSTE Participant: Diane Jass Ketelhut)

Innovative Virtual Teaching Network, Senior Collaborator (PI: Dr. Segun Eubanks), Maryland Governor's Emergency Education Relief (GEER) Fund, 2020-2022. (CSTE Participant: Diane Jass Ketelhut)

Increasing the Interest of Students from Underrepresented Populations for Cybersecurity, Senior Collaborator (PI: Dr. Michel Cukier), Department of Defense DO55, 2018-ongoing/renewing. (CSTE Participants: Diane Jass Ketelhut and David Weintrop)

The Bessie Coleman Project - Using Computer Modeling and Flight Simulation to Create STEM Pathways, Subcontract Principal Investigator (Grant PI: Dr. Jackie Leonard, University of Wyoming), National Science Foundation, 2018-2021. (CSTE Participant: Diane Jass Ketelhut)

Exploring the Integration of Computational Thinking into Preservice Elementary Science Teacher Education (CT→PSTE), Principal Investigator, National Science Foundation, STEM+C Program, 2017-2022. (CSTE Participant: Diane Jass Ketelhut)

SAVE Science: Situated Assessment using Virtual Environments for Science Content and Inquiry, Principal Investigator, National Science Foundation, Discovery Research K-12 Program, 2008-2015. (CSTE Participant: Diane Jass Ketelhut)

Partnering with Teachers on the Design of Inquiry for Socio-scientific Computational Thinking. NSF DRL-1842358. 09/15/2018 – 08/31/2022. Co-Principal Investigator. Deep partnership with teachers in a local elementary school. (CSTE Participant: Andy Elby)

Supporting Ethical Engineering: The role of immersive engineering subcommunities. NSF EEC-1916929. 09/01/2019 – 08/31/2022. Co-Principal Investigator. Studying the effects of participating in a Science-Technology-Society (STS). (CSTE Participant: Andy Elby)

Investigating the Effects of a Mastery-based Assessment Approach on Undergraduate Engineering Education across Multiple Engineering Courses and Universities. NSF DUE- 2013268. 08/01/2020 – 07/31/2022. Co-Principal Investigator. How are engineering students reacting, both cognitively and emotionally, to an unusual assessment regiment (exams and homework)? (CSTE Participant: Andy Elby)

An Ethnographic Study of Student Use of Online Resources to Improve Student Learning Outcomes. NSF DUE-2142461. 02/01/2022 -01/31/2025. Co-Principal Investigator. How do students navigate the murky ethical landscape of using online resources such as homework solutions, and how do they learn while using such materials? (CSTE Participant: Andy Elby)

CAREER: Situating Computational Learning Opportunities in the Digital Lives of High School Students. National Science Foundation, CSforAll: #2141655. $1,040,084. 2022-2026. Principal Investigator. (CSTE Participant: David Weintrop)

INFACT: Include Neurodiversity in Foundational and Applied Computational Thinking. Department of Education: EIR #U411C190179. $3,175,344. 2019-2023. Co-Principal Investigator. (Principal Investigator: Jodi Asbell-Clark, Other Co-Principal Investigators: Quinn Burke, Fengfeng Ke, Shuchi Grover, Maya Israel.) (CSTE Participant: David Weintrop)

Capturing Computational Thinking Literacy Development in Public Libraries. Institute of Museum and Library Services: LG-14-19-0079-19. $414,740. 2019-2022. Co-Principal Investigator. (Principal Investigator: Mega Subramaniam). (CSTE Participant: David Weintrop)

Integrating Computational Thinking into Mathematics and Science Pre-Service Teacher Methods Courses. Maryland Center for Computing Education. $39,926. 2021-23. Co-Principal Investigator. (Principal Investigator: Janet Walkoe). (CSTE Participant: David Weintrop)

2022 NSF CAREER Award (Recipient: David Weintrop)

National Academy of Education/Spencer Postdoctoral Fellowship (2020) (Recipient: David Weintrop)

Wylie Dissertation Fellowship, Departmental Nomination, 2022 (Recipient: Kenna Hernly)

Kress Interpretive Fellowship, Smithsonian American Art Museum, 2020 (Recipient: Kenna Hernly)

11th Annual University-Wide Celebration of Scholarship and Research, honoree, 2018 co-designer of Hex of Turtle Islands which won the Best “game in design” competition European Conference on Game-Based Learning, 2020. (Recipient: Diane Jass Ketelhut)

Ketelhut, D.J. (2020). Integrating Science with Computational Thinking. Invited panelist to the National Academies Enhancing Science and Engineering in Prekindergarten through Fifth Grade Committee Meeting.

Ketelhut, D.J. (2019, August 24). Assessment, issues and technology-mediated. Invited talk to the Shanghai Education Commission delegation. Fairfax, Va.

Turpen, C., Radoff, J., Gupta, A., Sabo, H. & Elby, A. (2020). Examining How Engineering Educators (Re)produce or Challenge Technocracy in Their Pedagogical Reasoning. In M. Gresalfi & I. S. Horn (Eds.), 14th International Conference of the Learning Sciences (ICLS) 2020 (Vol. 4, pp. 2093-2100). Nashville, TN: International Society of the Learning Sciences.

Turpen, C. A., Radoff, J., Gupta, A., Sabo, H., & Elby, A. (2019). Examining How Engineering Educators Produce, Reproduce, or Challenge Meritocracy and Technocracy in Pedagogical Reasoning. In ASEE annual conference & exposition.

Lin, Y. (2021, November). Understanding Middle Students’ Transition Between Block-Based Programming and Text-Based Programming in a Summer Course. Paper presented at the 2021 Learning Sciences Graduate Student Conference (LSGSC), University of Illinois at Urbana-Champaign, Champaign, IL.

Lin, Y., Weintrop, D. (2021, April). The Current Landscape of Block-based Programming Environments.Paper presented at the Annual Meeting of the American Educational Research Association (AERA) 2021. Virtual.

Kramarczuk, K., Cabrera, L., Jass-Ketelhut, D., Terrell-Shockley, E., Xin, Y., Mak, J., Nelson, B., Bernier, J., & Ha, J. (2022). A professional development model for integrating computational thinking and culturally relevant teaching practices into elementary science practice. Paper accepted for the 2022 Annual International Conference of the Association for Science Teacher Education, Greenville, SC.

Kramarczuk, K., Narayanasamy, M., Khan, A., & Plane, J. (2022). Informal near-peer teaching models: The complex relationship between intersectional computing identities, mentoring and teaching. Poster accepted for the Annual 2022 American Educational Research Association (AERA) Conference, San Diego, CA.

Kramarczuk, K. (2021). Underrepresented Groups and Their Journeys in a Chemistry Classroom. Paper accepted for the Sixty-Fifth Annual International Meeting of the Comparative & International Education Society (CIES), Virtual on Zoom.

Kramarczuk, K., Plane, J., & Atchison, K. (2021). Going Virtual: Underrepresented Student Experiences in a Virtual Computing Camp. Poster accepted for the Annual 2021 American Educational Research Association (AERA) Conference, Virtual.


Terrell Shockley, E., Kramarczuk, K., Ivy, K.K., Henderson, F.D., Ellis, V., & Green, L.P. (2021). A Call to Action for a Changing World: The Positionality of Accountable STEM Researchers. Symposium accepted for the Annual 2021 American Educational Research Association Annual Meeting, Virtual.

Kramarczuk, K. (2021). Increasing girls and BIPOC access to computing through an online computing camp. Poster accepted for the Ninety-Fourth Annual International Meeting of the National Association for Research in Science Teaching (NARST), Virtual.

Kramarczuk, K. (2021). Secondary Science Teachers’ Intentionality of Using Computational Thinking to Create Learning Opportunities for BIPOC Students. Flash talk accepted for the ACM Capital Region Celebration of Women in Computing (CAPWIC), Virtual.

Terrell Shockley, E. & Kramarczuk, K., Henson, N., Mevs, J. (2020). STEM in Action: Applying Action Research into the Induction Years. Poster accepted for the Sixty-Eighth Annual National Meeting of National Science Teaching Association (NSTA), Boston, MA. (cancelled due to COVID-19).

Terrell Shockley, E., Roberts-Harris, D., Ylizarde, N., & Kramarczuk, K. (2020). Cross-curricular planning to enhance faculty practice: An analysis of graduate-level STEM and diversity course instruction. Paper accepted for the Ninety-Third Annual International Meeting of National Association for Research in Science Teaching (NARST), Portland, OR. (cancelled due to COVID-19).

Hernly, K. (2022). To Relevance and Beyond: Asset Pedagogies in the Museum Context. Rethinking the Museum: Fifteenth International Conference on The Inclusive Museum, 22-24 April, 2022.

Hernly, K. (2021). The Museum Challenge. Who has Access to the Digital Humanities? Diversity and Inclusivity in DH in Ireland and the UK. IE/UK: Digital Humanities Research Network.

Hernly, K., Fournier-Petit, C., Cloke, C.F., Gregory, Q., & Ferris, S. (2019). A case study in making museum handling objects using photogrammetry. MW19, Boston: MuseWeb 2019.

Kafai, Y., Xin, Y., Fields, D., & Tofel-Grehl, C. Texts, Tools, Games, and Simulations for Learning About Infectious Diseases: What Do We Know?. AERA Annual Meeting 2022, San Diego.

Xin, Y. & Shah, M. (2021). Analyzing the Affordances of Animal Crossing: New Horizons for Middle School Life-Science Education. AERA Annual Meeting 2021, online. link