- Award ID(s):
- 1826099
- NSF-PAR ID:
- 10289294
- Date Published:
- Journal Name:
- ASEE Annual Conference
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Research focusing on the integration of computational thinking (CT) into science, technology, engineering, and mathematics (STEM) education started to emerge. We conducted a semi-systematic literature review on 55 empirical studies on this topic. Our findings include: (a) the majority of the studies adopted domain-general definitions of CT and a few proposed domain-specific CT definitions in STEM education; (b) the most popular instructional model was problem-based instruction, and the most popular topic contexts included game design, robotics, and computational modelling; (c) while the assessments of student learning in integrated CT and STEM education targeted different objectives with different formats, about a third of them assessed integrated CT and STEM; (d) about a quarter of the studies reported differential learning processes and outcomes between groups, but very few of them investigated how pedagogical design could improve equity. Based on the findings, suggestions for future research and practice in this field are discussed in terms of operationalizing and assessing CT in STEM contexts, instructional strategies for integrating CT in STEM, and research for broadening participation in integrated CT and STEM education.more » « less
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Abstract Contemporary science is a field that is becoming increasingly computational. Today’s scientists not only leverage computational tools to conduct their investigations, they often must contribute to the design of the computational tools for their specific research. From a science education perspective, for students to learn authentic science practices, students must learn to use the tools of the trade. This necessity in science education has shaped recent K–12 science standards including the Next Generation Science Standards, which explicitly mention the use of computational tools and simulations. These standards, in particular, have gone further and mandated that
computational thinking be taught and leveraged as a practice of science. While computational thinking is not a new term, its inclusion in K–12 science standards has led to confusion about what the term means in the context of science learning and to questions about how to differentiate computational thinking from other commonly taught cognitive skills in science like problem-solving, mathematical reasoning, and critical thinking. In this paper, we propose a definition ofcomputational thinking for science (CT-S) and a framework for its operationalization in K–12 science education. We situate our definition and framework in Activity Theory, from the learning sciences, in order to position computational thinking as an input to and outcome of science learning that is mediated by computational tools. -
This paper examines the growing field of computational thinking (CT) in education. A review of the relevant literature shows a diversity in definitions, interventions, assessments, and models. After synthesizing various approaches used to develop the construct in K-16 settings, we have created the following working definition of CT: The conceptual foundation required to solve problems effectively and efficiently (i.e., algorithmically, with or without the assistance of computers) with solutions that are reusable in different contexts. This definition highlights that CT is primarily a way of thinking and acting, which can be exhibited through the use particular skills, which then can become the basis for performance-based assessments of CT skills. Based on the literature, we categorized CT into six main facets: decomposition, abstraction, algorithm design, debugging, iteration, and generalization. This paper shows examples of CT definitions, interventions, assessments, and models across a variety of disciplines, with a call for more extensive research in this area.more » « less
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When President Obama unveiled his plan to give all students in America the opportunity to learn computer science [1], discussions about computational thinking (CT) began in earnest in many organizations across a wide range of disciplines. However, Jeannette Wing stated the importance of CT for everyone a decade earlier in her landmark essay [2]. In recent years, several people and organizations have posted their own definition of CT, which presents a challenge in being able to assess CT understanding and awareness in people. In an effort to build consensus on how to best assess CT, the authors are developing a web-based tool that will enable CT experts globally to populate, review and rate questions that address various attributes of CT. Teaching Engineering Concepts to Harness Future Innovators and Technologists (TECHFIT) is an NSF-funded project that is examining the impact of the TECHFIT intervention based on the educational program’s delivery context. The CT Assessment System is being developed for TECHFIT as a standard way for teacher participants to gauge CT understanding in their students. It has been designed as a functional, web-based tool that supports management of the CT assessment questions database and giving different levels of access to various stakeholders, including the TECHFIT project team and academicians all over the world. The CT Assessment System includes features to enable authorized users to review, insert, and update a variety of questions in different formats. The level of access to this system is determined by the roles/permissions granted by the administrator. It also enables users to have the ability to rate the questions. The ratings are then aggregated to yield an overall rating value. The CT Assessment system has the capability to provide a clean, authentic and acceptable way to assess CT abilities via a common platform across the world. Attendees of the paper presentation will be invited to sign up and explore this tool to provide feedback for improvement of the tool.more » « less
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