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WearableLearning: Developing Computational Thinking through Modeling, Simulation and Computational Problem Solving

Rasul. I., Crabtree (July 2023, Proceedings of the International Conference for the Learning Sciences – ICLS 2012)

Computational Thinking (CT) is a vital and multi-dimensional skill for all 21st Century Learners. In this study, we investigated the development of three aspects of CT: Self- Perception of Computational Ability, Modeling and Simulation, and Computational Problem Solving, as students engaged in collaborative game design and programming practices. This study contributes evidence for the development of two of these CT dimensions, Modeling and Simulation and Computational Problem Solving, through their engagement with the WL curriculum and platform. We found increases in students’ ability to understand machines and their processes, alongside an improved capacity to think algorithmically as they constructed models, debugged, and iterated through their designs.
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For Good Measure: Identifying Student Measurement Estimation Strategies Through Actions, Language, and Gesture

Harrison, A. (January 2020, Proceedings of the International Conference on the Learning Sciences)

Measurement informs our actions and decisions well beyond school, necessitating that students develop a conceptual understanding of measurement alongside the procedural ability to measure objects. We present a first attempt to explore how students express their understanding of measurement by analyzing the behavior of college and elementary students as they completed measurement estimation tasks. We clustered observable student behavior to identify six profiles of behavioral strategies which may indicate different levels of conceptual understanding.
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For good measure: Identifying student measurement estimation strategies through actions, language, and gesture.

Harrison, A. (January 2020, Proceedings of the International Conference on the Learning Sciences)

Measurement informs our actions and decisions well beyond school, necessitating that students develop a conceptual understanding of measurement alongside the procedural ability to measure objects. We present a first attempt to explore how students express their understanding of measurement by analyzing the behavior of college and elementary students as they completed measurement estimation tasks. We clustered observable student behavior to identify six profiles of behavioral strategies which may indicate different levels of conceptual understanding.
more » « less
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