Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/9886
Title: “These Two Worlds are Antithetical": Epistemic Tensions in Integrating Computational Thinking in K12 Humanities and Arts
Authors: Santo, Rafi
Hu, Anne Drew
Phelps, David
Caskurlu, Secil
Yadav, Aman
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Santo, R., Hu, A. D., Phelps, D., Caskurlu, S., & Yadav, A. (2023). “These two worlds are antithetical": Epistemic tensions in integrating computational thinking in K12 humanities and arts. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1226-1229). International Society of the Learning Sciences.
Abstract: While advocates for interdisciplinary learning have voiced risks of separating out disciplinary learning into discrete silos, studies of contact between heterogeneous disciplinary perspectives in both pedagogical and real world professional settings point to other risks that educators may need to consider. As such, designing for interdisciplinary learning does not simply require addressing functional problems such as teacher professional learning and time in the school day, but rather implicates complex epistemological navigations that must be taken into account. This manuscript explores potential epistemic tensions between Computational Thinking (CT) and humanities and arts disciplines based on a Delphi study with experts from three humanities disciplines—language arts, social studies, and arts. We analyzed how experts talked about epistemic tensions between CT and their disciplines and how they saw possible resolutions for those tensions. Our analysis found 5 epistemic tensions: contextual reductionism, procedural reductionism, epistemic chauvinism, threats to epistemic identities, and epistemic convergence.
Description: Short Paper
URI: https://doi.org/10.22318/icls2023.104228
https://repository.isls.org//handle/1/9886
Appears in Collections:ISLS Annual Meeting 2023

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