An official website of the United States government
Computational models (CMs) offer pre-college students opportunities to integrate STEM disciplines with computational thinking in ways that reflect authentic STEM practice. However, not all STEM teachers and students are prepared to teach or learn programming skills required to construct CMs. To broaden participation in computing, we propose instructional approaches that integrate STEM with CMs without requiring students to program, thereby alleviating challenges associated with learning how to program.
more »
« less
Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher.
Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?
Some links on this page may take you to non-federal websites. Their policies may differ from this site.
-
-
Computational models (CMs) offer pre-college students opportunities to integrate STEM disciplines with computational thinking (CT) in ways that reflect authentic STEM practice. However, not all STEM teachers and students are prepared to teach or learn programming skills required to construct CMs. To help broaden participation in computing and reduce the potentially prohibitive demands of learning programming, we propose alternate versions of computational modeling that require low or no programming. These versions rely on code comprehension and evaluation of given code and simulations instead of code creation. We present results from a pilot study that explores student engagement with CT practices and student challenges in three types of computational modeling activities.more » « less
