Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/943
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dc.contributor.authorFarris, Amy Voss
dc.contributor.authorSengupta, Pratim
dc.date.accessioned2018-05-21T22:08:51Z
dc.date.accessioned2019-01-22T19:41:22Z-
dc.date.available2018-05-21T22:08:51Z
dc.date.available2019-01-22T19:41:22Z-
dc.date.issued2014-06
dc.identifier.citationFarris, A. V. & Sengupta, P. (2014). Perspectival Computational Thinking for Learning Physics: A Case Study of Collaborative Agent- Based Modeling. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 1102-1106.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2014.1102
dc.identifier.urihttps://repository.isls.org//handle/1/943-
dc.description.abstractWe examine the process through which computational thinking develops in a perspectival fashion as two middle school students collaborate with each other in order to develop computational models of two graphs of motion. We present an interaction analysis of the students' discourse and computational modeling, and analyze how they came to a joint understanding of the goal of the modeling activity. We show that this process involves bringing about coherence between multiple perspectives: the object in motion, the computational agent, the other student, and graphs of motion.en_US
dc.language.isoenen_US
dc.publisherBoulder, CO: International Society of the Learning Sciencesen_US
dc.titlePerspectival Computational Thinking for Learning Physics: A Case Study of Collaborative Agent- Based Modelingen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS2014

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