TY - GEN
T1 - Back to computational transparency
T2 - 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
AU - Bain, Connor
AU - Anton, Gabriella
AU - Horn, Michael
AU - Wilensky, Uri
N1 - Funding Information:
This work was made possible through support from the National Science Foundation (CNS-1138461, CNS-1441041, DRL-1020101, DRL-1640201, DRL-1842374, DGE-1842165) and the Spencer Foundation (#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.
Publisher Copyright:
© 2020 International Society of the Learning Sciences (ISLS). All rights reserved.
PY - 2020
Y1 - 2020
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85102866807&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85102866807&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85102866807
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 2069
EP - 2076
BT - 14th International Conference of the Learning Sciences
A2 - Gresalfi, Melissa
A2 - Horn, Ilana Seidel
PB - International Society of the Learning Sciences (ISLS)
Y2 - 19 June 2020 through 23 June 2020
ER -