Back to computational transparency: Co-designing with teachers to integrate computational thinking in science classrooms

Connor Bain, Gabriella Anton, Michael Horn, Uri Wilensky

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Scopus citations

Abstract

Integrating computational thinking (CT) in the science classroom presents the opportunity to simultaneously broaden participation in computing, enhance science content learning, and engage students in authentic scientific practice. However, there is a lot more to learn on how teachers might integrate CT activities within their existing curricula. In this work, we describe a process of co-design with researchers and teachers to develop CT-infused science curricula. Specifically, we present a case study of one veteran physics teacher whose conception of CT during a professional development institute changed over time. We use this case study to explore how CT is perceived in physics instruction, a field that has a long history of computational learning opportunities. We also discuss how a co-design process led to the development of a lens through which to identify fruitful opportunities to integrate CT activities in physics curricula which we term computational transparency-purposefully revealing the inner workings of computational tools that students already use in the classroom.

Original languageEnglish (US)
Title of host publication14th International Conference of the Learning Sciences
Subtitle of host publicationThe Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings
EditorsMelissa Gresalfi, Ilana Seidel Horn
PublisherInternational Society of the Learning Sciences (ISLS)
Pages2069-2076
Number of pages8
ISBN (Electronic)9781732467286
StatePublished - 2020
Event14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States
Duration: Jun 19 2020Jun 23 2020

Publication series

NameComputer-Supported Collaborative Learning Conference, CSCL
Volume4
ISSN (Print)1573-4552

Conference

Conference14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
Country/TerritoryUnited States
CityNashville
Period6/19/206/23/20

ASJC Scopus subject areas

  • Human-Computer Interaction
  • Education

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