Miller, M., Ganezer, J., Cudd, R. M., Gustafson, D., & Albert, J. L. (submitted). Comparing nutrients and quality of aeroponically grown lettuce versus lettuce purchased from a grocery store. Paper to be presented at the 79th Annual Meeting of Association of Southeastern Biologists, Myrtle Beach, SC.
Albert, J., Jocius, R., Robinson, R., & Joshi, D. (accepted, 2018, March). Lesson learned from PD on Problem-Solving and Sense-Making. Paper to be presented at the Interdisciplinary STEM Teaching & Learning Conference, Savannah, GA.
Gaspar, A, Golam, A. T. M., Wiegand, R. P., Bucci, A., Kumar, A., & Albert, J. L. (2017, May). Evolutionary Practice Problems Generation: More Design Guidelines. Paper presented at the international annual meeting of The Florida Artificial Intelligence Research Society, Key Largo, FL.
Albert, J. L. (2017, January). Impact of a unique STEM competition on students and teachers. Paper presented at the annual meeting of the Association for Science Teacher Education Conference, Des Moines, IA.
Bucci, A., Wiegand, R. P., Kumar, A., Albert, J. L., & Gaspar, A. (2016, May). Dimension extraction analysis of student performance on problems. Paper presented at the international annual meeting of The Florida Artificial Intelligence Research Society, Key Largo, FL.
Price, T. W., Catete, V., Albert, J. L., & Barnes, T. M. (2016, March). Lessons Learned from "BJC" CS Principles Professional Development. Paper presented at the annual meeting of the ACM Special Interest Group on Computer Science Education, Memphis, TN.
Wiegand, R. P., Kumar, A., Bucci, A., Albert, J. L., & Gaspar, A. (2016, March). A data-driven analysis of informatively hard concepts in introductory programming. Paper presented at the annual meeting of the ACM Special Interest Group on Computer Science Education, Memphis, TN.
Albert, J. L. (2016). Adding computational thinking to your science lesson: what should it look like? Paper presented at the annual meeting of the Association for Science Teacher Education, Reno, NV.
In a promotional video recently released by code.org (2013), Will.i.am states “great coders are today’s
rock stars”. However, introducing computational thinking into K-12 curricula has been a long and slow
process. This paper describes efforts to develop computational thinking activities that can be easily
implemented in any science classroom. Studies have shown that a set of conditions must be met for
computational thinking tools to be used in K-12 education and that when they are used, there is a wide
spectrum in the level of computational thinking that the tool enables. This study extends this work by
examining how middle school students translate their science fair projects in Scratch and what evidence
of computational thinking is present. Overall, it was found that most students simply created a
presentation of their project without much complexity. They did not use more complex features such as
loops or conditionals. Eight students created interactive projects that required user participation and used
more advanced computational concepts. Finally, recommendations are given for next steps in the
creation of a series of activities that would scaffold student learning as they applied computational
thinking concepts to a science concept. These activities will help science teacher educators better prepare
science teachers to address computational thinking in their classrooms.
Albert, J. L., Peddycord, B. W., & Barnes, T. M. (2015, March, accepted). Evaluating Scratch programs to assess computational thinking in a science lesson. Poster submitted to the annual meeting of the ACM Special Interest Group on Computer Science Education, Kansas City, MO.
Refereed Journal Articles
Albert, J. L., Blanchard, M. R., Kier, M. W., Carrier, S. J., & Gardner, G. E. (2014). Supporting teachers’ technology integration: A descriptive analysis of social and teaching presence in technical support sessions. Journal of Technology and Teacher Education, 22(2), 137-165.
Kier, M. W., Blanchard, M. R., Osborne, J. W., & Albert, J. L. (2014). The Development of the STEM career interest survey (STEM-CIS). Research in Science Education, 44(3), 461-481.
Addy, T. M., Simmons, P. E., Gardner, G. E. & Albert, J. L. (2015). A New “Class” of Undergraduate Professors: Examining Teaching Beliefs and Practices of Science Faculty with Education Specialties. Journal of College Science Teaching, 44(3).
Albert, J. L., Blanchard, M. R., & Wiebe, E. N. (in press). How high school students construct or create animations about water boiling. In K.D. Finson & J. Pederson (Eds.), Application of Visual Data in K-16 Science Classrooms.
Refereed Practitioner Journal Articles
Imam, S., Albert, J.L., Jocius, R. (accepted). How Do You Stay Fit in Space?: Exploring Exercise Through Project-Based Learning. Science Scope.
Blanchard, M. R., Kier, M. W., Stevens, V. & Albert, J. L. (2017). STEM Bingo: A STEM Careers Game. Science Scope.
Albert, J. L., Blanchard, M. R., Keene, K., & Kinton, J. (2014). The Great Iced Tea Debate. Science Scope, 37(8).
Kier, M. W., Blanchard, M. R., & Albert, J. L. (2014). iTouch a STEM career. Science Scope, 37(6).
Blanchard, M. R. & Albert, J. L. (2011). Tried and True: No Matter the Weather, We’ll Measure Together. Science Scope, 34(9), 66-70. [Accessed by 60,000 NSTA members]
Albert, J. L., Blanchard, M. R., Grable, L. L., & Reed, R. (2010). It’s ELEMENTARY Watson! A crime scene investigation with a technological twist. Science Scope, 34(4), 16-22. [Accessed by 60,000 NSTA members]
Blanchard, M. R., Sharp, J. L., & Grable, L. L. (2009). Rev your engines! Linking physical science and math with car labs. The Science Teacher, 76(2), 35-40.