Abstract
Teachers in K-12 science classrooms play a key role in helping their students engage in computational thinking (CT) activities that reflect authentic science practices. However, we know less about how to support teachers in integrating CT into their classrooms. This paper presents a case of one science teacher over three years as she participated in a Design Based Implementation Research project focused on integrating CT into science curriculum. We analyze her professional growth as a designer and instructor as she created and implemented three computationally-enriched science units with the support of our research team. Results suggest that she became more confident in her understanding of and ability, leading to greater integration of CT in the science units. Relationships with the research team and co-design experiences mediated this growth. Findings yield implications for how best to support teachers in collaborative curriculum design.
Original language | English (US) |
---|---|
Title of host publication | 14th International Conference of the Learning Sciences |
Subtitle of host publication | The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings |
Editors | Melissa Gresalfi, Ilana Seidel Horn |
Publisher | International Society of the Learning Sciences (ISLS) |
Pages | 1950-1957 |
Number of pages | 8 |
ISBN (Electronic) | 9781732467286 |
State | Published - 2020 |
Event | 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States Duration: Jun 19 2020 → Jun 23 2020 |
Publication series
Name | Computer-Supported Collaborative Learning Conference, CSCL |
---|---|
Volume | 4 |
ISSN (Print) | 1573-4552 |
Conference
Conference | 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 |
---|---|
Country/Territory | United States |
City | Nashville |
Period | 6/19/20 → 6/23/20 |
Funding
This work was made possible through generous support from the National Science Foundation (grants CNS-1138461, CNS-1441041, DRL-1020101, DRL-1640201 and DRL-1842374) and the Spencer Foundation (Award #201600069). Any opinions, findings, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the funding organizations.
ASJC Scopus subject areas
- Human-Computer Interaction
- Education