Sacristán, A.I
; Cortés-Zavala, J.C.
; Ruiz-Arias, P.M.
(Ed.)
In this paper we present an integrated design approach for bridging content between science, technology, engineering, math, and computational thinking (STEM+C). We present data from a design experiment to show examples of the kinds of integrated reasoning that students exhibited while engaging with our design. We argue that covariational reasoning can provide strong scaffolding in making integrated connections between the STEM+C content areas.
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