Instructor Facilitation of STEM+CT Discourse: Engaging, Prompting, and Guiding Students’ Computational Modeling in Physics

Abstract

The integration of computational modeling into instruction in science classrooms is complex in that it requires the synergistic application of students’ developing science and computational thinking knowledge. This is not only difficult for students, but teachers often find it hard to parse the science content from the computational constructs to guide students when they have difficulties. Leveraging past literature that highlights the beneficial impact instructors can have when they immerse themselves in group problem-solving discussions, this paper examines the instructors’ role in facilitating students’ construction of and problem solving with computational models. We utilize a case study approach to analyze instructor-facilitated, synchronous group discussions during applications of synergistic learning processes to understand how instructors may elicit students’ knowledge, misunderstanding, and difficulties to help guide, prompt, and engage groups in this complex task for more productive integration in K-12 science classrooms. We hope that this will lead to better scaffolding of students' learning, and better support for teachers when they use such curricula in classrooms.