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 language | English (US) |
|---|---|
| Pages (from-to) | 871-878 |
| Number of pages | 8 |
| Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
| Volume | 2 |
| Issue number | 2018-June |
| State | Published - Jan 1 2018 |
| Event | 13th 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 2018 → Jun 27 2018 |
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ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education
Cite this
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Characterizing computational thinking in high school science. / Swanson, Hillary Lucille; 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 journal › Conference article
TY - JOUR
T1 - Characterizing computational thinking in high school science
AU - Swanson, Hillary Lucille
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.
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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 -