Designing learning environments with iterative conjecture mapping to support teachers' computational thinking learning

Amanda Peel; Jacob Kelter; Lexie Zhao; Michael Stephen Horn; Uri Wilensky

Designing learning environments with iterative conjecture mapping to support teachers' computational thinking learning

Amanda Peel, Jacob Kelter, Lexie Zhao, Michael Stephen Horn, Uri Wilensky

School of Education and Social Policy

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

One way to help develop foundational computational literacy skills for K-12 students is to integrate computational thinking (CT) into science and math, but teachers have struggled to implement CT. This work investigates secondary science and math teachers' CT outcomes as they engaged in a four-week summer institute. This study uses conjecture mapping to inform iterative design, implementation, and evaluation of the institute over two years. This paper characterizes teacher learning outcomes and the specific aspects of the institute design that led to those outcomes. Findings suggest the institute's design led to increased CT knowledge and confidence in CT. Specifically, teacher outcomes were supported by teachers' engagement as learners in discussion, reflection, and interaction with computational tools. Challenges encountered were used to inform redesign and a second implementation.

Original language	English (US)
Title of host publication	International Collaboration toward Educational Innovation for All
Subtitle of host publication	Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022
Editors	Clark Chinn, Edna Tan, Carol Chan, Yael Kali
Publisher	International Society of the Learning Sciences (ISLS)
Pages	1169-1172
Number of pages	4
ISBN (Electronic)	9781737330653
State	Published - 2022
Event	16th International Conference of the Learning Sciences, ICLS 2022 - Virtual, Online, Japan Duration: Jun 6 2022 → Jun 10 2022

Publication series

Name	Proceedings of International Conference of the Learning Sciences, ICLS
ISSN (Print)	1814-9316

Conference

Conference	16th International Conference of the Learning Sciences, ICLS 2022
Country/Territory	Japan
City	Virtual, Online
Period	6/6/22 → 6/10/22

ASJC Scopus subject areas

Computer Science (miscellaneous)
Education

Cite this

Peel, A., Kelter, J., Zhao, L., Horn, M. S., & Wilensky, U. (2022). Designing learning environments with iterative conjecture mapping to support teachers' computational thinking learning. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 (pp. 1169-1172). (Proceedings of International Conference of the Learning Sciences, ICLS). International Society of the Learning Sciences (ISLS).

Peel, Amanda ; Kelter, Jacob ; Zhao, Lexie et al. / Designing learning environments with iterative conjecture mapping to support teachers' computational thinking learning. International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. editor / Clark Chinn ; Edna Tan ; Carol Chan ; Yael Kali. International Society of the Learning Sciences (ISLS), 2022. pp. 1169-1172 (Proceedings of International Conference of the Learning Sciences, ICLS).

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title = "Designing learning environments with iterative conjecture mapping to support teachers' computational thinking learning",

abstract = "One way to help develop foundational computational literacy skills for K-12 students is to integrate computational thinking (CT) into science and math, but teachers have struggled to implement CT. This work investigates secondary science and math teachers' CT outcomes as they engaged in a four-week summer institute. This study uses conjecture mapping to inform iterative design, implementation, and evaluation of the institute over two years. This paper characterizes teacher learning outcomes and the specific aspects of the institute design that led to those outcomes. Findings suggest the institute's design led to increased CT knowledge and confidence in CT. Specifically, teacher outcomes were supported by teachers' engagement as learners in discussion, reflection, and interaction with computational tools. Challenges encountered were used to inform redesign and a second implementation.",

author = "Amanda Peel and Jacob Kelter and Lexie Zhao and Horn, {Michael Stephen} and Uri Wilensky",

note = "Funding Information: This work was made possible through generous support from the National Science Foundation (grants CNS-1138461, CNS-1441041, DRL-1020101, DRL-1640201 and DRL-1842374) and the Spencer Foundation (Award #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: {\textcopyright} ISLS.; 16th International Conference of the Learning Sciences, ICLS 2022 ; Conference date: 06-06-2022 Through 10-06-2022",

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language = "English (US)",

series = "Proceedings of International Conference of the Learning Sciences, ICLS",

publisher = "International Society of the Learning Sciences (ISLS)",

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booktitle = "International Collaboration toward Educational Innovation for All",

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Peel, A, Kelter, J, Zhao, L, Horn, MS & Wilensky, U 2022, Designing learning environments with iterative conjecture mapping to support teachers' computational thinking learning. in C Chinn, E Tan, C Chan & Y Kali (eds), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. Proceedings of International Conference of the Learning Sciences, ICLS, International Society of the Learning Sciences (ISLS), pp. 1169-1172, 16th International Conference of the Learning Sciences, ICLS 2022, Virtual, Online, Japan, 6/6/22.

Designing learning environments with iterative conjecture mapping to support teachers' computational thinking learning. / Peel, Amanda; Kelter, Jacob; Zhao, Lexie et al.

International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. ed. / Clark Chinn; Edna Tan; Carol Chan; Yael Kali. International Society of the Learning Sciences (ISLS), 2022. p. 1169-1172 (Proceedings of International Conference of the Learning Sciences, ICLS).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

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AU - Horn, Michael Stephen

AU - Wilensky, Uri

N1 - Funding Information: This work was made possible through generous support from the National Science Foundation (grants CNS-1138461, CNS-1441041, DRL-1020101, DRL-1640201 and DRL-1842374) and the Spencer Foundation (Award #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: © ISLS.

PY - 2022

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N2 - One way to help develop foundational computational literacy skills for K-12 students is to integrate computational thinking (CT) into science and math, but teachers have struggled to implement CT. This work investigates secondary science and math teachers' CT outcomes as they engaged in a four-week summer institute. This study uses conjecture mapping to inform iterative design, implementation, and evaluation of the institute over two years. This paper characterizes teacher learning outcomes and the specific aspects of the institute design that led to those outcomes. Findings suggest the institute's design led to increased CT knowledge and confidence in CT. Specifically, teacher outcomes were supported by teachers' engagement as learners in discussion, reflection, and interaction with computational tools. Challenges encountered were used to inform redesign and a second implementation.

AB - One way to help develop foundational computational literacy skills for K-12 students is to integrate computational thinking (CT) into science and math, but teachers have struggled to implement CT. This work investigates secondary science and math teachers' CT outcomes as they engaged in a four-week summer institute. This study uses conjecture mapping to inform iterative design, implementation, and evaluation of the institute over two years. This paper characterizes teacher learning outcomes and the specific aspects of the institute design that led to those outcomes. Findings suggest the institute's design led to increased CT knowledge and confidence in CT. Specifically, teacher outcomes were supported by teachers' engagement as learners in discussion, reflection, and interaction with computational tools. Challenges encountered were used to inform redesign and a second implementation.

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Peel A, Kelter J, Zhao L, Horn MS , Wilensky U. Designing learning environments with iterative conjecture mapping to support teachers' computational thinking learning. In Chinn C, Tan E, Chan C, Kali Y, editors, International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. International Society of the Learning Sciences (ISLS). 2022. p. 1169-1172. (Proceedings of International Conference of the Learning Sciences, ICLS).

Designing learning environments with iterative conjecture mapping to support teachers' computational thinking learning

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ASJC Scopus subject areas

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