TY - JOUR
T1 - Characterizing computational thinking in high school science
AU - Swanson, Hillary
AU - Irgens, Golnaz Arastoopour
AU - Bain, Connor
AU - Hall, Kevin
AU - Woods, Philip
AU - Rogge, Carson
AU - Horn, Michael
AU - Wilensky, Uri
N1 - Funding Information:
This work was supported by the Spencer Foundation and the National Science Foundation (CNS-1138461, CNS 1441041, DRL-1640201).
Publisher Copyright:
© ISLS.
PY - 2018
Y1 - 2018
N2 - This study identifies high school students’ computational thinking practices in the context of science, technology, engineering, and math (CT-STEM practices) and the relationships between their practices-in-use. More specifically, we explore the CT-STEM practices that emerged as a result of students’ participation in a two-day biology lesson featuring the exploration of a computational model on predator-prey dynamics. Digitally recorded data were taken from seventy-six students across four classes of one teacher. By applying a grounded analysis to students’ written responses to two different assessment items embedded within the lesson, we found four CT-STEM practices related to identifying a model’s limitations and eight practices related to exploring the model. Applying a network analysis to responses coded for these practices, we found networks representing common patterns of practices-in-use. This work identifies the informal CT-STEM practices that students bring to their learning and models combinations of practices-in-use.
AB - This study identifies high school students’ computational thinking practices in the context of science, technology, engineering, and math (CT-STEM practices) and the relationships between their practices-in-use. More specifically, we explore the CT-STEM practices that emerged as a result of students’ participation in a two-day biology lesson featuring the exploration of a computational model on predator-prey dynamics. Digitally recorded data were taken from seventy-six students across four classes of one teacher. By applying a grounded analysis to students’ written responses to two different assessment items embedded within the lesson, we found four CT-STEM practices related to identifying a model’s limitations and eight practices related to exploring the model. Applying a network analysis to responses coded for these practices, we found networks representing common patterns of practices-in-use. This work identifies the informal CT-STEM practices that students bring to their learning and models combinations of practices-in-use.
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M3 - Conference article
AN - SCOPUS:85053923855
VL - 2
SP - 871
EP - 878
JO - Proceedings of International Conference of the Learning Sciences, ICLS
JF - Proceedings of International Conference of the Learning Sciences, ICLS
SN - 1814-9316
IS - 2018-June
T2 - 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count
Y2 - 23 June 2018 through 27 June 2018
ER -