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|Title:||Computational Thinking in Support of Learning and Transfer|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Hutchins, N., Biswas, G., Wolf, R., Chin, D., Grover, S., & Blair, K. (2020). Computational Thinking in Support of Learning and Transfer. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1405-1412). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||The role of transfer signifies a desire for learning activities to extend beyond the classroom setting to future problems and experiences. Efforts to evaluate the transfer of learned skills have aimed to better understand the value and broader impact of various learning activities. As key national and state standards emphasize the importance of integrating computational thinking (CT) into STEM classrooms, careful consideration should be made on how to teach and engage students in CT in a manner that supports the development of skills that can be applied in multiple contexts. Computational modeling integrated into science classrooms may support this goal. In this paper, we adopt a preparation for future learning approach to evaluate how proficiencies in CT are learned in a computational modeling curriculum and then transferred to problem solving in a new domain.|
|Appears in Collections:||ICLS 2020|
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