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Title: Designing Learning Environments With Iterative Conjecture Mapping to Support Teachers’ Computational Thinking Learning
Authors: Peel, Amanda
Kelter, Jacob
Zhao, Lexie
Horn, Michael
Wilensky, Uri
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Peel, A., Kelter, J., Zhao, L., Horn, M., & Wilensky, U. (2022). Designing learning environments with iterative conjecture mapping to support teachers’ computational thinking learning. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1169-1172). International Society of the Learning Sciences.
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.
Description: Short Paper
Appears in Collections:ISLS Annual Meeting 2022

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