Confronting frame alignment in ct infused stem classrooms

Connor Bain*, Sugat Dabholkar, Uri Wilensky

*Corresponding author for this work

Research output: Contribution to journalConference articlepeer-review

Abstract

While the Next Generation Science Standards (NGSS) have presented computational thinking (CT) as an integral part of scientific inquiry, little work has been done to explicitly enable this connection in classrooms. We report on the efforts of one such design-based implementation research project which, with participation from local teachers, has been implementing CT infused STEM units in biology and chemistry classrooms. Using teacher reflections facilitated by an external evaluator, research field notes, and interviews, we identify possible issues of frame alignment in our implementations–that CT practices, particularly using computational models, were valued but would not enable students to gain a deeper understanding of scientific content. We then use this analysis and Schulman’s definition of teacher case knowledge to design a new element of the project that aims to enable teachers to promote collaborative scientific practice using computational models in the classroom that we call Lesson 0. We conclude with the discussion of a pilot implementation of this new lesson.

Original languageEnglish (US)
Pages (from-to)91-94
Number of pages4
JournalProceedings of International Conference on Computational Thinking Education
StatePublished - 2020
Event4th International Conference on Computational Thinking Education, CTE 2020 - Hong Kong, Hong Kong
Duration: Aug 19 2020Aug 21 2020

Keywords

  • Computational modeling
  • Computational thinking
  • STEM education
  • Teacher learning

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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