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|Title:||Impacts to Students of Infused Computational-Thinking, Problem-Based-Learning Science Curriculum: Engagement, Opportunity to Learn, Interest, and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Semerjian, A. & Roberto, C. (2019). Impacts to Students of Infused Computational-Thinking, Problem-Based-Learning Science Curriculum: Engagement, Opportunity to Learn, Interest, and Identity. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 951-952). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||A mixed methods study of a 14-day computational-thinking-and-computer-science- infused environmental science intervention observed 193 middle schoolers to engage behaviorally. Based on self-reports and observations, some students increased coding and computer science (CCS) interest and negotiated CCS identity. New criteria for the study and evaluation of identity development, strongly related to interest development, may provide a useful framework for other interventions intended to broaden computational participation.|
|Appears in Collections:||CSCL 2019|
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