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1. Promoting Computational Thinking through Project-Based Learning

   https://doi.org/doi.org/10.1186/s43031-021-00033-y  

   Shin, N. ; Bowers, J. ; Krajcik, J. ; Damelin, D. ( August 2021 , Disciplinary and Interdisciplinary Science Education Research)

   null (Ed.)

   This paper introduces project-based learning (PBL) features for developing technological, curricular, and pedagogical supports to engage students in computational thinking (CT) through modeling. CT is recognized as the collection of approaches that involve people in computational problem solving. CT supports students in deconstructing and reformulating a phenomenon such that it can be resolved using an information-processing agent (human or machine) to reach a scientifically appropriate explanation of a phenomenon. PBL allows students to learn by doing, to apply ideas, figure out how phenomena occur and solve challenging, compelling and complex problems. In doing so, students take part in authentic science practices similar to those of professionals in science or engineering, such as computational thinking. This paper includes 1) CT and its associated aspects, 2) The foundation of PBL, 3) PBL design features to support CT through modeling, and 4) a curriculum example and associated student models to illustrate how particular design features can be used for developing high school physical science materials, such as an evaporative cooling unit to promote the teaching and learning of CT. 

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2. Programming as a language for young children to express and explore mathematics in school

   https://doi.org/10.1111/bjet.13080  

   Goldenberg, E. Paul ; Carter, Cynthia J. ( May 2021 , British Journal of Educational Technology)

   Natural language helps express mathematical thinking and contexts. Conventional mathematical notation (CMN) best suits expressions and equations. Each is essential; each also has limitations, especially for learners. Our research studies how programming can be a advantageous third language that can also help restore mathematical connections that are hidden by topic‐centred curricula. Restoring opportunities for surprise and delight reclaims mathematics' creative nature. Studies of children's use of language in mathematics and their programming behaviours guide our iterative design/redesign of mathematical microworlds in which students, ages 7–11, use programming in their regular school lessonsas a language for learning mathematics. Though driven by mathematics, not coding, the microworlds develop the programming over time so that it continues to support children's developing mathematical ideas. This paper briefly describes microworlds EDC has tested with well over 400 7‐to‐8‐year‐olds in school, and others tested (or about to be tested) with over 200 8‐to‐11‐year‐olds. Our challenge was to satisfy schools' topical orientation and fit easily within regular classroom study but use and foreshadow other mathematical learning to remove the siloes. The design/redesign research and evaluation is exploratory, without formal methodology. We are also more formally studying effects on children's learning. That ongoing study is not reported here.

   What is already known

   Active learning—doing—supports learning.

   Collaborative learning—doingtogether—supports learning.

   Classroom discourse—focused, relevantdiscussion, not just listening—supports learning.

   Clear articulation of one's thinking, even just to oneself, helps develop that thinking.

   What this paper adds

   The common languages we use for classroom mathematics—natural language for conveying the meaning and context of mathematical situations and for explaining our reasoning; and the formal (written) language of conventional mathematical notation, the symbols we use in mathematical expressions and equations—are both essential but each presents hurdles that necessitate the other. Yet, even together, they are insufficient especially for young learners.

   Programming, appropriately designed and used, can be the third language that both reduces barriers and provides the missing expressive and creative capabilities children need.

   Appropriate design for use in regular mathematics classrooms requires making key mathematical content obvious, strong and the ‘driver’ of the activities, and requires reducing tech ‘overhead’ to near zero.

   Continued usefulness across the grades requires developing children's sophistication and knowledge with the language; the powerful ways that children rapidly acquire facility with (natural) language provides guidance for ways they can learn a formal language as well.

   Implications for policy and/or practice

   Mathematics teaching can take advantage of the ways children learn through experimentation and attention to the results, and of the ways children use their language brain even for mathematics.

   In particular, programming—in microworlds driven by the mathematical content, designed to minimise distraction and overhead, open to exploration and discoveryen routeto focused aims, and in which childrenself‐evaluate—can allow clear articulation of thought, experimentation with immediate feedback.

   As it aids the mathematics, it also builds computational thinking and satisfies schools' increasing concerns to broaden access to ideas of computer science.

    

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3. Integrating Computational Modeling in K-12 STEM Classrooms

   https://doi.org/10.1145/3287324.3293757  

   Biswas, Gautam ; Hutchins, Nicole ; Lédeczi, Ákos ; Grover, Shuchi ; Basu, Satabdi ( February 2019 , Proceedings of the 50th ACM Technical Symposium on Computer Science Education)

   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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4. Teacher Perspectives on a Narrative-Centered Learning Environment to Promote Computationally-Rich Science Learning through Digital Storytelling

   Houchins, J ; Cully, K. ; Boulden, D.C. ; Oliver, K. ; Smith, A. ; Minogue, J. ; Mott, B. ; Elsayed, R. ; Cheuoua, A.H. ; Ringstaff, C. ( March 2021 , Proceedings of Society for Information Technology & Teacher Education International Conference)

   null (Ed.)

   Elementary school teachers are increasingly looking to incorporate computational thinking (CT) into their practice. Unlike middle and high school where CT is often integrated into a single subject, elementary school teachers have the unique opportunity to integrate CT across multiple content areas. However, there is little research on the in-platform supports elementary teachers need to accomplish this integration successfully. To investigate this integration, we are iteratively developing a narrative-centered learning environment to facilitate learning outcomes in physical science via the creation of digital narratives that elicit CT. The learning environment enables students to use their science understanding to propose a solution to a problem through story creation using custom narrative-centered programming blocks that set a story’s scene, selects characters, and controls the story’s unfolding dialogue and actions. We have engaged with four upper elementary teachers to gather their perspectives on the usability of the learning environment and input on future design iterations. In this paper, we report results from a focus group study with the teachers that examines their perceptions on whether and how the learning environment facilitates story creation and if the learning environment provides learning supports for integrated science, language arts, and CT. Initial results suggest that teachers found the environment to be engaging and supportive of students’ creativity. 

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5. Teacher Perspectives on a Narrative-Centered Learning Environment to Promote Computationally-Rich Science Learning through Digital Storytelling

   Houchins, J and ( January 2021 , Proceedings of Society for Information Technology & Teacher Education International Conference)

   null (Ed.)

   Elementary school teachers are increasingly looking to incorporate computational thinking (CT) into their practice. Unlike middle and high school where CT is often integrated into a single subject, elementary school teachers have the unique opportunity to integrate CT across multiple content areas. However, there is little research on the in-platform supports elementary teachers need to accomplish this integration successfully. To investigate this integration, we are iteratively developing a narrative-centered learning environment to facilitate learning outcomes in physical science via the creation of digital narratives that elicit CT. The learning environment enables students to use their science understanding to propose a solution to a problem through story creation using custom narrative-centered programming blocks that set a story’s scene, selects characters, and controls the story’s unfolding dialogue and actions. We have engaged with four upper elementary teachers to gather their perspectives on the usability of the learning environment and input on future design iterations. In this paper, we report results from a focus group study with the teachers that examines their perceptions on whether and how the learning environment facilitates story creation and if the learning environment provides learning supports for integrated science, language arts, and CT. Initial results suggest that teachers found the environment to be engaging and supportive of students’ creativity. 

   more » « less