Sociopolitical solidarity in STEM education: youth-centered relationships that resist learning as just achievement data.

In this paper, we-a participatory action group-use the tenants of critical pedagogy to articulate how youths developed relationships for and with STEM disciplinary practices through participation in spaces outside of the official scripts of their high school STEM classrooms in the United States. Spaces included their robotics team, a hybrid digital collaborative space, and in an extra project with a teacher. Each of these cases surfaces youth's ongoing orientation to the fact that STEM learning is relational, and political, exemplifying pockets of resistance against the structures of schooling that foreground learning as an act of individuals.

The Data Sensor Hub (DaSH): A Physical Computing System to Support Middle School Inquiry Science Instruction.

This article describes a sensor-based physical computing system, called the (), which enables students to process, analyze, and display data streams collected using a variety of sensors. The system is built around the portable and affordable BBC micro:bit microcontroller (expanded with the gator:bit), which students program using a visual, cloud-based programming environment intended for novices. Students connect a variety of sensors (measuring temperature, humidity, carbon dioxide, sound, acceleration, magnetism, etc.