Characterizing computational thinking in high school science

Hillary Swanson, Golnaz Arastoopour Irgens, Connor Bain, Kevin Hall, Philip Woods, Carson Rogge, Michael Stephen Horn, Uri Wilensky

Research output: Contribution to journalConference article

Abstract

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.

Original languageEnglish (US)
Pages (from-to)871-878
Number of pages8
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume2
Issue number2018-June
StatePublished - Jan 1 2018
Event13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom
Duration: Jun 23 2018Jun 27 2018

Fingerprint

Students
science
school
Engineering technology
Electric network analysis
student
network analysis
biology
engineering
participation
teacher
learning

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Cite this

Swanson, H., Irgens, G. A., Bain, C., Hall, K., Woods, P., Rogge, C., ... Wilensky, U. (2018). Characterizing computational thinking in high school science. Proceedings of International Conference of the Learning Sciences, ICLS, 2(2018-June), 871-878.
Swanson, Hillary ; Irgens, Golnaz Arastoopour ; Bain, Connor ; Hall, Kevin ; Woods, Philip ; Rogge, Carson ; Horn, Michael Stephen ; Wilensky, Uri. / Characterizing computational thinking in high school science. In: Proceedings of International Conference of the Learning Sciences, ICLS. 2018 ; Vol. 2, No. 2018-June. pp. 871-878.
@article{a124b36791d54fac8f48cb764a057bfb,
title = "Characterizing computational thinking in high school science",
abstract = "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.",
author = "Hillary Swanson and Irgens, {Golnaz Arastoopour} and Connor Bain and Kevin Hall and Philip Woods and Carson Rogge and Horn, {Michael Stephen} and Uri Wilensky",
year = "2018",
month = "1",
day = "1",
language = "English (US)",
volume = "2",
pages = "871--878",
journal = "Proceedings of International Conference of the Learning Sciences, ICLS",
issn = "1814-9316",
publisher = "International Society of the Learning Sciences",
number = "2018-June",

}

Swanson, H, Irgens, GA, Bain, C, Hall, K, Woods, P, Rogge, C, Horn, MS & Wilensky, U 2018, 'Characterizing computational thinking in high school science' Proceedings of International Conference of the Learning Sciences, ICLS, vol. 2, no. 2018-June, pp. 871-878.

Characterizing computational thinking in high school science. / Swanson, Hillary; Irgens, Golnaz Arastoopour; Bain, Connor; Hall, Kevin; Woods, Philip; Rogge, Carson; Horn, Michael Stephen; Wilensky, Uri.

In: Proceedings of International Conference of the Learning Sciences, ICLS, Vol. 2, No. 2018-June, 01.01.2018, p. 871-878.

Research output: Contribution to journalConference article

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 Stephen

AU - Wilensky, Uri

PY - 2018/1/1

Y1 - 2018/1/1

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.

UR - http://www.scopus.com/inward/record.url?scp=85053923855&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85053923855&partnerID=8YFLogxK

M3 - Conference article

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

ER -

Swanson H, Irgens GA, Bain C, Hall K, Woods P, Rogge C et al. Characterizing computational thinking in high school science. Proceedings of International Conference of the Learning Sciences, ICLS. 2018 Jan 1;2(2018-June):871-878.