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|Title:||Promoting Computational Thinking Through Science-Engineering Integration Using Computational Modeling|
McElhaney, Kevin W.
Hutchins, Nicole M.
|Publisher:||International Society of the Learning Sciences|
|Citation:||Basu, S., McElhaney, K. W., Rachmatullah, A., Hutchins, N. M., Biswas, G., & Chiu, J. (2022). Promoting computational thinking through science-engineering integration using computational modeling. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 743-750). International Society of the Learning Sciences.|
|Abstract:||Careers in science, technology, engineering, and mathematics (STEM) increasingly rely on computational thinking (CT) to explore scientific processes and apply scientific knowledge to the solution of real-world problems. Integrating CT with science and engineering also helps broaden participation in computing for students who otherwise would not have access to CT learning. Using a set of emergent design guidelines for scaffolding integrated STEM and CT curricular experiences, we designed the Water Runoff Challenge (WRC) - a three-week unit that integrates Earth science, engineering, and CT. We implemented the WRC with 99 sixth grade students and analyzed students’ learning artifacts and pre/post assessments to characterize students’ learning process in the WRC. We use a vignette to illustrate how anchoring CT tasks to STEM contexts supported CT learning for a student with low prior CT proficiency.|
|Appears in Collections:||ISLS Annual Meeting 2022|
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