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Teaching science inquiry practices, especially the more contemporary ones, such as computational thinking practices, requires designing newer learning environments and appropriate pedagogical scaffolds. Using such learning environments, when students construct knowledge about disciplinary ideas using inquiry practices, it is important that they make connections between the two. We call such connections epistemic connections, which are about constructing knowledge using science inquiry practices. In this paper, we discuss the design of a computational thinking integrated biology unit as an Emergent Systems Microworlds (ESM) based curriculum. Using Epistemic Network Analysis, we investigate how the design of unit support students’ learning through making epistemic connections. We also analyze the teacher’s pedagogical moves to scaffold making such connections. This work implies that to support students’ epistemic connections between science inquiry practices and disciplinary ideas, it is critical to design restructured learning environments like ESMs, aligned curricular activities and provide appropriate pedagogical scaffolds.
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Bridging the Divide: Exploring Affordances for Interdisciplinary Learning
This study investigates how the design of hybrid mathematics and computational activities influences the ways in which students leverage ideas from both disciplinary topics. We examine two design cycles of a computer programming summer camp for middle school students which foreground computational thinking and then mathematics alongside computational thinking respectively. We review the rationale for each design iteration, the trends we saw in students’ engagement, and the implications for students’ reasoning. Findings of this study demonstrate the importance of thinking critically about the boundary objects that are included in design that support students to make bridges between multiple disciplinary practices.
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- Award ID(s):
- 1742257
- PAR ID:
- 10311206
- Editor(s):
- de Vries, E.
- Date Published:
- Journal Name:
- Computersupported collaborative learning
- Volume:
- 1
- Issue:
- 1
- ISSN:
- 1573-4552
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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