Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6551
Title: How Teachers Support Student Computational Thinking Practices
Authors: Bowers, Jonathan
Shin, Namsoo
Krajcik, Joseph
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Bowers, J., Shin, N., & Krajcik, J. (2020). How Teachers Support Student Computational Thinking Practices. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2343-2344). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Computational Thinking (CT) is increasingly being targeted as a pedagogical goal for science education. As such, researchers and teachers should collaborate to scaffold student engagement with CT alongside new technology and curricula. We interviewed two high school teachers who implemented a unit using dynamic modeling software to examine how they supported student engagement with CT through modeling practices. ┬áBased on their interviews, they believed that they supported student engagement in CT and modeling through preliminary activities, conducting classroom demonstrations of the phenomenon, and engaging students in model revisions through dialogue.
URI: https://doi.dx.org/10.22318/icls2020.2343
https://repository.isls.org//handle/1/6551
Appears in Collections:ICLS 2020

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