Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/8511
Title: Reflective Use v. Rote Use: Engaging Students in Computational Thinking for Science With Computational Tools
Authors: Allan, Sara
Hurt, Timothy
Greenwald, Eric
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Allan, S., Hurt, T., & Greenwald, E. (2022). Reflective use v. rote use: Engaging students in computational thinking for science with computational tools. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1453-1456). International Society of the Learning Sciences.
Abstract: As computational tools are becoming increasingly common in scientific practice, developing students’ computational thinking for science (CT-S) skills is a priority in science education. To support educators in meeting this need, we present a theoretical construct that distinguishes between science activities that engage students in CT-S through interactions with computational tools and science activities in which students use computational tools but do not engage in CT-S. We discuss how this theoretical construct can support educators in developing or modifying science learning experiences to promote CT-S.
Description: Short Paper
URI: https://dx.doi.org/10.22318/icls2022.1453
https://repository.isls.org//handle/1/8511
Appears in Collections:ISLS Annual Meeting 2022

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