C2STEM is a web-based learning environment founded on a novel paradigm that combines block-structured, visual programming with the concept of domain specific modeling languages (DSMLs) to promote the synergistic learning of discipline-specific and computational thinking (CT) concepts and practices. Our design-based, collaborative learning environment aims to provide students in K-12 classrooms with immersive experiences in CT through computational modeling in realistic scenarios (e.g., building models of scientific phenomena). The goal is to increase student engagement and include inclusive opportunities for developing key computational skills needed for the 21st century workforce. Research implementations that include a semester-long high school physics classroom study have demonstrated the effectiveness of our approach in supporting synergistic learning of STEM and CS/CT concepts and practices, especially when compared to a traditional classroom approach. This technology demonstration will showcase our CS+X (X = physics, marine biology, or earth science) learning environment and associated curricula. Participants can engage in our design process and learn how to develop curricular modules that cover STEM and CS/CT concepts and practices. Our work is supported by an NSF STEM+C grant and involves a multi-institutional team comprising Vanderbilt University, SRI International, Looking Glass Ventures, Stanford University, Salem State University, and ETR. More information, including example computational modeling tasks, can be found at C2STEM.org.
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Steerable Environmental Simulations for Exploratory Learning
This paper presents the software design for three interactive simulations on the subject of Earth and Environmental science in grades 5, 6 and 7. These simulations together with some programming activities have been successfully integrated into a series of instructional modules for local New Jersey elementary and middle schools. The goal of these modules was for the students to explore the steerable parameters of the simulations and develop their computational and mathematical thinking. In this paper, we present three simulations we developed, discuss their design and examine student assessment results that were collected and analyzed using statistical inferences. Our findings illustrate the effectiveness of such enticing exploratory learning processes for developing students’ reasoning of Earth and Environmental science, computational thinking and mathematics.
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- Award ID(s):
- 1742125
- NSF-PAR ID:
- 10108102
- Date Published:
- Journal Name:
- In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
- Volume:
- 1
- Issue:
- 1
- Page Range / eLocation ID:
- 83-92
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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We articulate a framework for using computational modeling to coherently integrate the design of science and engineering curricular experiences. We describe how this framework informs the design of the Water Runoff Challenge (WRC), a multi-week curriculum unit and modeling environment that integrates Earth science, engineering, and computational modeling for upper elementary and lower middle school students. In the WRC, students develop conceptual and computational models of surface water runoff, then use simulations incorporating their models to develop, test, and optimize solutions to the runoff problem. We conducted a classroom pilot study where we collected students’ learning artifacts and data logged from their use of the computational environment. We illustrate opportunities students had to integrate science, engineering, and computational thinking during the unit in a pair of contrasting vignettes.more » « less
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