More Like this

1. Appalachian Ingenuity and the Need for Rurally Sustaining Computational Thinking Pathways

   https://doi.org/10.1145/3653666.3656073  

   Dunbar, Kyle M; Coenraad, Merijke; Iwatani, Emi (May 2024, ACM)

   Our research-practice partnership with two school districts in Eastern Kentucky has created a rurally sustaining computational thinking (CT) pathway. In this paper we share our project’s operational understanding of the concept of rural sustainability in the context of CT pathways. We posit that an effective CT pathway for rural communities must be firmly rooted in their cultural wealth, funds of knowledge, and socioeconomic priorities. Moreover, it should empower students to draw upon their own innovation heritage, leveraging CT as a tool to identify and address community challenges. Emphasizing the necessity of incorporating rural contexts into discussions on equitable access to computing education, our conceptualization provides insights into how policy and research can contribute to this important goal. 

   more » « less
2. Promoting Computational Thinking Through Science-Engineering Integration Using Computational Modeling

   Basu, Satabdi; McElhaney, Kevin W.; Rachmatullah, Arif; Hutchins, Nicole; Biswas, Gautam; Chiu, Jennie (January 2022, Proceedings of the 16th International Conference of the Learning Sciences (ICLS))

   Careers in science, technology, engineering, and mathematics (STEM) increasingly rely on computational thinking (CT) to explore scientific processes and apply scientific knowledge to the solution of real-world problems. Integrating CT with science and engineering also helps broaden participation in computing for students who otherwise would not have access to CT learning. Using a set of emergent design guidelines for scaffolding integrated STEM and CT curricular experiences, we designed the Water Runoff Challenge (WRC) - a three-week unit that integrates Earth science, engineering, and CT. We implemented the WRC with 99 sixth grade students and analyzed students’ learning artifacts and pre/post assessments to characterize students’ learning process in the WRC. We use a vignette to illustrate how anchoring CT tasks to STEM contexts supported CT learning for a student with low prior CT proficiency. 

   more » « less
3. Why are some students “not into” computational thinking activities embedded within high school science units? Key takeaways from a microethnographic discourse analysis study

   https://doi.org/10.1002/sce.21850  

   Aslan, Umit; Horn, Michael; Wilensky, Uri (May 2024, Science Education)

   Abstract Science educators are integrating more and more computational thinking (CT) activities into their curricula. Proponents of CT offer two motivations: familiarizing students with a realistic depiction of the computational nature of modern scientific practices and encouraging more students from underrepresented backgrounds to pursue careers in science, technology, engineering, and mathematics. However, some studies show that increasing exposure to computing may not necessarily translate to the hypothesized gains in participation by female students and students of color. Therefore, paying close attention to students' engagement in computationally intense science activities is important to finding more impactful ways to promote equitable science education. In this paper, we present an in‐depth analysis of the interactions among a small, racially diverse group of high school students during a chemistry unit with tightly integrated CT activities. We find a salient interaction between the students' engagement with the CT activities and their social identification with publicly recognizable categories such as “enjoys coding” or “finds computing boring.” We show that CT activities in science education can lead to numerous rich interactions that could, if leveraged correctly, allow educators to facilitate more inclusive science classrooms. However, we also show that such opportunities would be missed unless teachers are attentive to them. We discuss the implications of our findings on future work to integrate CT across science curricula and teacher education. 

   more » « less
4. Back to Computational Transparency: Co-designing with Teachers to Integrate Computational Thinking in Science Classrooms

   Bain, Connor; Anton, Gabriella; Horn, Michael; Wilensky, Uri (June 2020, International Conference of the Learning Sciences)

   Integrating computational thinking (CT) in the science classroom presents the opportunity to simultaneously broaden participation in computing, enhance science content learning, and engage students in authentic scientific practice. However, there is a lot more to learn on how teachers might integrate CT activities within their existing curricula. In this work, we describe a process of co-design with researchers and teachers to develop CT-infused science curricula. Specifically, we present a case study of one veteran physics teacher whose conception of CT during a professional development institute changed over time. We use this case study to explore how CT is perceived in physics instruction, a field that has a long history of computational learning opportunities. We also discuss how a co-design process led to the development of a lens through which to identify fruitful opportunities to integrate CT activities in physics curricula which we term computational transparency–purposefully revealing the inner workings of computational tools that students already use in the classroom. 

   more » « less
5. A Typology of Models for Integrating Computational Thinking in Science (CT+S)

   Krakowski, Ari; Greenwald, Eric; Duke, Jake; Comstock, Meghan; Roman, Natalie (May 2021, RESPECT 2021: IEEE STCBP Conference for Research on Equity and Sustained Participation in Engineering, Computing, and Technology)

   null (Ed.)

   In order to expand opportunities to learn computer science (CS),there is a growing push for inclusion of CS concepts and practices, such as computational thinking (CT), in required subjects like science. Integrated, transdisciplinary (CS/CT+X) approaches have shown promise for broadening access to CS and CT learning opportunities, addressing potential self-selection bias associated with elective CS coursework and afterschool programs, and promotinga more expansive and authentic contextualization of CS work. Emerging research also points to pedagogical strategies that can transcend simply broadening access, by also working to confront barriers to equitable and inclusive engagement in CS. Yet, approaches to integration vary widely, and there is little consensus on whether and how different models for CS and CT integration contribute to desired outcomes. There has also been little theory development that can ground systematic examination of the affordances and tradeoffs of different models. Toward that end, we propose a typology through which to examine CT integration in science (CT+S). The purpose of delineating a typology of CT+S integration is to encourage instantiation, implementation, and inspection of different models for integration, and to promote shared understanding among learning designers, researchers, and practitioners working at the intersection of CT and science. For each model in the typology, we characterize how CT+S integration is accomplished, the ways in which CT learning supports science learning, and the affordances and tensions for equity and inclusion that may arise upon implementation in science classrooms. 

   more » « less