In response to increasing calls to include computational thinking (CT) in K-12 education, some researchers have argued for integrating science learning and CT. In that vein, this paper investigates conceptual learning and computational practices through the use of a code-first modeling environment called Frog Pond in a middle school classroom. The environment was designed to enable learners to explore models of evolutionary shifts through domain–specific agent-based visual programming. It was implemented as a curricular unit in seventh grade science class. We analyzed video and log data of two contrasting student pairs. This paper presents one of our findings: Development of modular core functional code–units or what we call anchor code. Anchor code is a body of code that creates a stable base from which further explorations take place. We argue that anchor code is evidence for conceptual learning and computational practices.
|Original language||English (US)|
|Title of host publication||Proceedings of the 12th International Conference on Computer Supported Collaborative Learning (CSCL 2017)|
|Editors||Brian K Smith, Marcela Borge, Emma Mercier, Kyu Yon Lim|
|Number of pages||4|
|State||Published - 2017|