Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7551
Title: Analysis of Co-designed Biology Units Integrated with Computational Thinking Activities
Authors: Dabholkar, Sugat
Peel, Amanda
Hao, Delan
Kelter, Jacob
Horn, Michael
Wilensky, Uri
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Dabholkar, S., Peel, A., Hao, D., Kelter, J., Horn, M., & Wilensky, U. (2021). Analysis of Co-designed Biology Units Integrated with Computational Thinking Activities. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 665-668). Bochum, Germany: International Society of the Learning Sciences.
Abstract: To support student learning of Computational Thinking (CT) in disciplinary contexts, it is important that teachers have agency and ownership in the design process of creating curricula. We conducted a 4-week-long summer institute to co-design CT-integrated high school science units with teachers. Our approach to CT integration into Science and Mathematics contexts is based on a taxonomy-of-practices developed on the basis of Science and Mathematics professionals’ use of CT. In this paper, we analyze two co-designed biology units to characterize CT integration in these lessons using a new version of the taxonomy. The results illustrate various types of activities and questions developed as a way to promote student engagement in CT practices. The analysis reveals that our design approach favored the integration of some practices over others. Findings yield implications for CT integration in disciplinary contexts as well as co-design of CT-integrated units based on a taxonomy-of-practices.
URI: https://doi.dx.org/10.22318/icls2021.665
https://repository.isls.org//handle/1/7551
Appears in Collections:ISLS Annual Meeting 2021

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