Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework

Computational thinking (CT) draws on concepts and practices that are fundamental to computing and computer science. It includes epistemic and representational practices, such as problem representation, abstraction, decomposition, simulation, verification, and prediction. However, these practices are...

Full description

Saved in:

Bibliographic Details
Published in:	Education and information technologies Vol. 18; no. 2; pp. 351 - 380
Main Authors:	Sengupta, Pratim, Kinnebrew, John S., Basu, Satabdi, Biswas, Gautam, Clark, Douglas
Format:	Journal Article
Language:	English
Published:	Boston Springer US 01.06.2013 Springer Springer Nature B.V
Subjects:	Computer Appl. in Social and Behavioral Sciences Computer Science Computers and Education Education Educational Environment Educational Technology Information Systems Applications (incl.Internet) Junior high school students Science Curriculum Science education Sciences education User Interfaces and Human Computer Interaction New York Tennessee Visual programming Science education Learning by design Computational modeling Agent-based modeling and simulation Computational thinking Physics education Biology education Multi-agent systems
ISSN:	1360-2357, 1573-7608
Online Access:	Get full text
Tags:	Add Tag No Tags, Be the first to tag this record!

Abstract	Computational thinking (CT) draws on concepts and practices that are fundamental to computing and computer science. It includes epistemic and representational practices, such as problem representation, abstraction, decomposition, simulation, verification, and prediction. However, these practices are also central to the development of expertise in scientific and mathematical disciplines. Recently, arguments have been made in favour of integrating CT and programming into the K-12 STEM curricula. In this paper, we first present a theoretical investigation of key issues that need to be considered for integrating CT into K-12 science topics by identifying the synergies between CT and scientific expertise using a particular genre of computation: agent-based computation. We then present a critical review of the literature in educational computing, and propose a set of guidelines for designing learning environments on science topics that can jointly foster the development of computational thinking with scientific expertise. This is followed by the description of a learning environment that supports CT through modeling and simulation to help middle school students learn physics and biology. We demonstrate the effectiveness of our system by discussing the results of a small study conducted in a middle school science classroom. Finally, we discuss the implications of our work for future research on developing CT-based science learning environments.
AbstractList	Computational thinking (CT) draws on concepts and practices that are fundamental to computing and computer science. It includes epistemic and representational practices, such as problem representation, abstraction, decomposition, simulation, verification, and prediction. However, these practices are also central to the development of expertise in scientific and mathematical disciplines. Recently, arguments have been made in favour of integrating CT and programming into the K-12 STEM curricula. In this paper, we first present a theoretical investigation of key issues that need to be considered for integrating CT into K-12 science topics by identifying the synergies between CT and scientific expertise using a particular genre of computation: agent-based computation. We then present a critical review of the literature in educational computing, and propose a set of guidelines for designing learning environments on science topics that can jointly foster the development of computational thinking with scientific expertise. This is followed by the description of a learning environment that supports CT through modeling and simulation to help middle school students learn physics and biology. We demonstrate the effectiveness of our system by discussing the results of a small study conducted in a middle school science classroom. Finally, we discuss the implications of our work for future research on developing CT-based science learning environments. Computational thinking (CT) draws on concepts and practices that are fundamental to computing and computer science. It includes epistemic and representational practices, such as problem representation, abstraction, decomposition, simulation, verification, and prediction. However, these practices are also central to the development of expertise in scientific and mathematical disciplines. Recently, arguments have been made in favour of integrating CT and programming into the K-12 STEM curricula. In this paper, we first present a theoretical investigation of key issues that need to be considered for integrating CT into K-12 science topics by identifying the synergies between CT and scientific expertise using a particular genre of computation: agent-based computation. We then present a critical review of the literature in educational computing, and propose a set of guidelines for designing learning environments on science topics that can jointly foster the development of computational thinking with scientific expertise. This is followed by the description of a learning environment that supports CT through modeling and simulation to help middle school students learn physics and biology. We demonstrate the effectiveness of our system by discussing the results of a small study conducted in a middle school science classroom. Finally, we discuss the implications of our work for future research on developing CT-based science learning environments.[PUBLICATION ABSTRACT]
Audience	Academic
Author	Clark, Douglas Biswas, Gautam Sengupta, Pratim Kinnebrew, John S. Basu, Satabdi
Author_xml	– sequence: 1 givenname: Pratim surname: Sengupta fullname: Sengupta, Pratim email: pratim.sengupta@vanderbilt.edu organization: Mind, Matter & Media Lab, Vanderbilt University, Department of Teaching & Learning, Peabody College, Vanderbilt University – sequence: 2 givenname: John S. surname: Kinnebrew fullname: Kinnebrew, John S. organization: Department of EECS/ISIS, Vanderbilt University – sequence: 3 givenname: Satabdi surname: Basu fullname: Basu, Satabdi organization: Department of EECS/ISIS, Vanderbilt University – sequence: 4 givenname: Gautam surname: Biswas fullname: Biswas, Gautam organization: Department of EECS/ISIS, Vanderbilt University – sequence: 5 givenname: Douglas surname: Clark fullname: Clark, Douglas organization: Department of Teaching & Learning, Peabody College, Vanderbilt University, Learning, Environment & Design Lab, Vanderbilt University
BookMark	eNp9kctuFDEQRS0UJJLAB7BribWDy-72g90o4hERiQ2sLY-nuuNk2h5stxL-Hg-NRECAvHC5dM8tle8ZOYkpIiEvgV0AY-p1ASaFoQw4Nbxn9OEJOYVBCaok0yetFpJRLgb1jJyVcssYM6rnp2S5ihWn7GqIU-fTfFhqq1N0-67ehHh3bN-HetN9pMC74gNGjx3uFv9D1i3lqHATxkq3ruDuscmbbtNcMGWswTfHMbsZ71O-e06ejm5f8MXP-5x8eff28-UHev3p_dXl5pp6oUWlnmvtDeotlwJ8b3YCgflhGIyUWgvoW3ds2yoDXmrX96Mc-JYZpwdoDy7OyavV95DT1wVLtbdpyW25YkFwYZThWv1STW6PNsQx1ez8HIq3GwVCQS8ZNNXFX1Tt7HAOvqUxhtb_DYAV8DmVknG0hxxml79ZYPYYml1Dsy00ewzNPjRG_cH4sP5lGxb2_yX5SpY2JU6YH636T-g79vystQ
CitedBy_id	crossref_primary_10_1007_s10956_022_09965_0 crossref_primary_10_1002_tea_21545 crossref_primary_10_1111_bjet_12806 crossref_primary_10_3390_educsci14090980 crossref_primary_10_1016_j_chb_2021_106707 crossref_primary_10_1002_tea_21674 crossref_primary_10_1177_07356331221114183 crossref_primary_10_33225_jbse_22_21_156 crossref_primary_10_1007_s40692_017_0090_9 crossref_primary_10_1007_s11251_021_09573_2 crossref_primary_10_4018_IJGCMS_2019010103 crossref_primary_10_1080_08993408_2024_2380163 crossref_primary_10_1088_1742_6596_1720_1_012005 crossref_primary_10_1007_s10956_015_9581_5 crossref_primary_10_1016_j_compedu_2017_09_004 crossref_primary_10_1002_sce_21850 crossref_primary_10_1007_s10956_019_09797_5 crossref_primary_10_1007_s10956_020_09811_1 crossref_primary_10_1016_j_jmathb_2021_100932 crossref_primary_10_1007_s11423_022_10093_0 crossref_primary_10_1145_3386364 crossref_primary_10_1002_tea_21888 crossref_primary_10_1155_2023_3136885 crossref_primary_10_1007_s10763_023_10419_1 crossref_primary_10_1007_s11528_025_01052_6 crossref_primary_10_3390_app122111033 crossref_primary_10_1007_s11482_023_10267_9 crossref_primary_10_1145_3415582 crossref_primary_10_1002_tea_21899 crossref_primary_10_1080_00219266_2022_2118353 crossref_primary_10_1109_TVCG_2017_2745878 crossref_primary_10_1007_s10956_019_09800_z crossref_primary_10_1007_s10956_023_10089_2 crossref_primary_10_1007_s40751_021_00096_6 crossref_primary_10_3390_digital4020023 crossref_primary_10_1002_sce_21157 crossref_primary_10_1080_08993408_2023_2265763 crossref_primary_10_1007_s40751_017_0038_8 crossref_primary_10_1080_10494820_2017_1337036 crossref_primary_10_1007_s10763_021_10227_5 crossref_primary_10_1186_s40594_023_00434_7 crossref_primary_10_1186_s41039_016_0036_2 crossref_primary_10_1002_sce_21890 crossref_primary_10_1111_jcal_12500 crossref_primary_10_1002_cae_22723 crossref_primary_10_1007_s10639_018_9849_5 crossref_primary_10_1080_15391523_2021_1962453 crossref_primary_10_1108_IDD_09_2022_0091 crossref_primary_10_1145_3618115 crossref_primary_10_1186_s40561_019_0108_z crossref_primary_10_1080_02188791_2023_2294694 crossref_primary_10_1007_s11412_025_09449_4 crossref_primary_10_1016_j_compedu_2016_03_003 crossref_primary_10_1007_s11423_024_10397_3 crossref_primary_10_1080_10494820_2021_1979048 crossref_primary_10_1080_07370008_2021_2020793 crossref_primary_10_1002_tea_21999 crossref_primary_10_1002_tea_21998 crossref_primary_10_1007_s11528_019_00408_z crossref_primary_10_1002_tea_21755 crossref_primary_10_1007_s10956_017_9713_1 crossref_primary_10_1007_s10956_023_10049_w crossref_primary_10_1007_s10956_019_09803_w crossref_primary_10_1103_PhysRevPhysEducRes_18_020106 crossref_primary_10_1111_jcal_12976 crossref_primary_10_1016_j_compedu_2019_103613 crossref_primary_10_1016_j_compedu_2021_104284 crossref_primary_10_1007_s10639_021_10617_w crossref_primary_10_1016_j_tsc_2023_101439 crossref_primary_10_1080_10508406_2020_1828089 crossref_primary_10_1007_s40692_025_00370_1 crossref_primary_10_1016_j_lindif_2025_102724 crossref_primary_10_1007_s10956_020_09836_6 crossref_primary_10_1145_3445984 crossref_primary_10_3390_educsci11030109 crossref_primary_10_1007_s11191_019_00069_7 crossref_primary_10_1080_1046560X_2022_2130254 crossref_primary_10_1080_0144929X_2016_1188415 crossref_primary_10_1111_jcal_12723 crossref_primary_10_1080_0144929X_2022_2083981 crossref_primary_10_1186_s12052_024_00202_3 crossref_primary_10_1103_PhysRevPhysEducRes_18_020136 crossref_primary_10_1007_s10798_022_09788_5 crossref_primary_10_3389_feduc_2022_897582 crossref_primary_10_1177_07356331241236744 crossref_primary_10_1007_s40692_019_00145_5 crossref_primary_10_1002_tea_21850 crossref_primary_10_1080_15391523_2024_2398504 crossref_primary_10_1080_2331186X_2025_2468563 crossref_primary_10_1002_tea_21738 crossref_primary_10_1002_cae_21980 crossref_primary_10_1007_s41686_017_0005_1 crossref_primary_10_1007_s10639_016_9482_0 crossref_primary_10_1007_s11858_023_01509_z crossref_primary_10_1007_s10956_021_09930_3 crossref_primary_10_1007_s11423_019_09648_5 crossref_primary_10_1080_19434901_2023_12290258 crossref_primary_10_1016_j_compedu_2014_11_022 crossref_primary_10_1007_s11251_020_09527_0 crossref_primary_10_1016_j_edurev_2017_09_003 crossref_primary_10_1080_08993408_2020_1866932 crossref_primary_10_1007_s10956_025_10252_x crossref_primary_10_1007_s11423_019_09724_w crossref_primary_10_1080_00368121_2022_2071817 crossref_primary_10_1177_23328584221081256 crossref_primary_10_1016_j_jss_2021_111107 crossref_primary_10_1007_s40593_021_00275_x crossref_primary_10_29333_ejmste_10842 crossref_primary_10_3389_feduc_2021_695376 crossref_primary_10_1007_s42330_023_00293_y crossref_primary_10_1007_s11251_023_09624_w crossref_primary_10_1007_s10639_022_11454_1 crossref_primary_10_1177_21582440211016418 crossref_primary_10_1007_s10639_023_12103_x crossref_primary_10_5507_jtie_2022_002 crossref_primary_10_1080_10494820_2024_2372832 crossref_primary_10_1080_10494820_2021_1919905 crossref_primary_10_1002_acp_4029 crossref_primary_10_1007_s10956_023_10047_y crossref_primary_10_1007_s11423_022_10182_0 crossref_primary_10_1007_s41979_020_00030_2 crossref_primary_10_1007_s10639_024_13100_4 crossref_primary_10_1007_s10956_019_09804_9 crossref_primary_10_1109_TLT_2016_2514422 crossref_primary_10_1080_08993408_2019_1696169 crossref_primary_10_3390_jintelligence13070088 crossref_primary_10_3390_fi11120263 crossref_primary_10_1016_j_chb_2014_09_012 crossref_primary_10_1080_09500693_2022_2160221 crossref_primary_10_1007_s10956_021_09934_z crossref_primary_10_1007_s10639_015_9412_6 crossref_primary_10_1016_j_compedu_2024_105043 crossref_primary_10_3390_systems8040048 crossref_primary_10_3390_systems8040047 crossref_primary_10_3390_ijerph19106005 crossref_primary_10_1080_1046560X_2022_2143612 crossref_primary_10_1007_s40593_020_00209_z crossref_primary_10_3390_educsci11070353 crossref_primary_10_1007_s10639_021_10626_9 crossref_primary_10_1002_tea_21379 crossref_primary_10_1016_j_compedu_2020_104083 crossref_primary_10_3390_educsci9010066 crossref_primary_10_1016_j_jpdc_2018_02_021 crossref_primary_10_1177_23476311251347352 crossref_primary_10_1007_s11423_016_9490_1 crossref_primary_10_1007_s11423_022_10119_7 crossref_primary_10_1080_03057267_2021_1963580 crossref_primary_10_1080_00220671_2025_2540889 crossref_primary_10_1108_IDD_09_2019_0065 crossref_primary_10_1016_j_compedu_2019_103759 crossref_primary_10_1186_s40594_022_00391_7 crossref_primary_10_1016_j_ecresq_2023_05_010 crossref_primary_10_1002_sce_21314 crossref_primary_10_1080_10494820_2019_1636090 crossref_primary_10_1080_02188791_2025_2547051 crossref_primary_10_37291_2717638X_20201132 crossref_primary_10_3390_educsci9030181 crossref_primary_10_1002_tea_21907 crossref_primary_10_1002_hbe2_220 crossref_primary_10_1016_j_chb_2017_01_005 crossref_primary_10_1007_s10639_017_9611_4 crossref_primary_10_1016_j_tate_2024_104574 crossref_primary_10_1111_bjet_13092 crossref_primary_10_3389_feduc_2022_757627 crossref_primary_10_3390_su15075855 crossref_primary_10_1007_s10639_021_10811_w crossref_primary_10_1007_s10639_018_9736_0 crossref_primary_10_1002_cae_22214 crossref_primary_10_1007_s10639_022_11342_8 crossref_primary_10_1016_j_simpat_2015_06_006 crossref_primary_10_1177_2042753018757757 crossref_primary_10_1007_s10639_017_9675_1 crossref_primary_10_1007_s10956_014_9506_8 crossref_primary_10_1007_s10639_022_11508_4 crossref_primary_10_3390_educsci14020206 crossref_primary_10_13169_prometheus_39_2_0137 crossref_primary_10_3390_educsci14080861 crossref_primary_10_1145_3514254 crossref_primary_10_3389_fpsyg_2021_771221 crossref_primary_10_1007_s41979_018_0006_2 crossref_primary_10_1080_15391523_2020_1834474 crossref_primary_10_1080_08993408_2018_1560550 crossref_primary_10_1007_s10956_022_09968_x crossref_primary_10_1016_j_compedu_2023_104962 crossref_primary_10_1007_s10956_019_09795_7 crossref_primary_10_1080_07370008_2024_2427400 crossref_primary_10_1007_s11423_025_10532_8 crossref_primary_10_1002_cae_22788 crossref_primary_10_1108_IJILT_06_2018_0071 crossref_primary_10_1007_s10639_024_12675_2 crossref_primary_10_54047_bibted_1558083 crossref_primary_10_1007_s11257_017_9187_0 crossref_primary_10_1145_2822517 crossref_primary_10_1088_1361_6552_aca7f6 crossref_primary_10_3390_modelling3030022 crossref_primary_10_1177_0735633117743918 crossref_primary_10_1080_10508406_2025_2494791 crossref_primary_10_1080_10494820_2019_1636071 crossref_primary_10_1186_s40594_024_00498_z crossref_primary_10_1111_bjet_12455 crossref_primary_10_1007_s10643_024_01728_3 crossref_primary_10_1080_07370008_2017_1420653 crossref_primary_10_31129_LUMAT_12_4_2444 crossref_primary_10_3390_ejihpe14110188 crossref_primary_10_1007_s11251_022_09590_9 crossref_primary_10_1007_s41979_020_00044_w crossref_primary_10_1016_j_ijcci_2025_100738 crossref_primary_10_1007_s11191_020_00141_7 crossref_primary_10_1007_s10209_017_0542_z crossref_primary_10_1080_07370008_2018_1539738 crossref_primary_10_1145_3283070 crossref_primary_10_1007_s10956_019_09805_8 crossref_primary_10_1080_03057267_2020_1755802 crossref_primary_10_1002_sce_21476 crossref_primary_10_1007_s10639_022_11465_y crossref_primary_10_1080_10986065_2023_2191074 crossref_primary_10_1007_s10956_019_09794_8 crossref_primary_10_1016_j_compedu_2019_103798 crossref_primary_10_29333_ejmste_103071
Cites_doi	10.3102/00346543063001001 10.1109/VLHCC.2005.49 10.1109/MC.2006.58 10.1177/0037549706074190 10.1145/169059.169119 10.1016/j.destud.2004.06.002 10.1207/s15327809jls1402_1 10.1109/C5.2004.1314376 10.1119/1.3090824 10.1207/s1532690xci2301_2 10.1207/s1532690xci2203_2 10.1145/1232743.1232745 10.1016/j.jvlc.2006.03.002 10.1023/A:1022643003120 10.1016/j.cogdev.2008.09.001 10.1207/s15327051hci0101_1 10.1016/0959-4752(94)90017-5 10.1023/A:1011434026437 10.1007/978-94-007-0449-7_7 10.1098/rsta.2008.0118 10.1207/S15327809JLS1204_2 10.1007/s10758-012-9190-9 10.1006/jvlc.1996.0011 10.1002/(SICI)1098-237X(200005)84:3<287::AID-SCE1>3.0.CO;2-A 10.1080/1049482940040101 10.1016/S0732-3123(01)00054-2 10.1016/S1045-926X(05)80012-6 10.1007/s11165-012-9293-2 10.1145/6592.6595 10.3102/00346543058003303 10.1207/S1532690XCI1801_01 10.1080/07370008.1985.9649008 10.1007/s10758-007-9114-2 10.1002/tea.3660280910 10.1145/330534.330544 10.1126/science.208.4450.1335 10.1023/A:1009421303064 10.1145/2307096.2307106 10.3102/00346543060001001 10.1007/s10758-009-9148-8 10.1080/10508406.1998.9672060 10.1093/oseo/instance.00018020 10.1145/163430.164061 10.1145/1089733.1089734 10.1119/1.17295 10.1207/s15327809jls0302_1 10.7208/chicago/9780226292038.001.0001 10.1016/S0142-694X(99)00030-7 10.1002/1098-2736(200103)38:3<355::AID-TEA1010>3.0.CO;2-M 10.1207/s1532690xci2402_1 10.1080/1049482930030201 10.1016/0004-3702(90)90095-H 10.1145/1508865.1508931 10.1080/03057260208560187 10.1007/s10758-009-9144-z 10.1207/s15327809jls0502_1 10.1207/s15327809jls1501_4 10.1109/DIGITEL.2007.44 10.1119/1.14030 10.1007/978-1-4612-3178-3_4 10.1080/07370000701798479 10.7551/mitpress/1786.001.0001 10.1145/1118178.1118215
ContentType	Journal Article
Copyright	Springer Science+Business Media New York 2012 COPYRIGHT 2013 Springer Springer Science+Business Media New York 2013
Copyright_xml	– notice: Springer Science+Business Media New York 2012 – notice: COPYRIGHT 2013 Springer – notice: Springer Science+Business Media New York 2013
DBID	AAYXX CITATION 0-V 3V. 7XB 88B 8FK 8G5 ABUWG AFKRA AHOVV ALSLI AZQEC BENPR CCPQU CJNVE DWQXO GNUQQ GUQSH M0P M2O MBDVC PHGZM PHGZT PKEHL PQEDU PQEST PQQKQ PQUKI Q9U
DOI	10.1007/s10639-012-9240-x
DatabaseName	CrossRef ProQuest Social Sciences Premium Collection ProQuest Central (Corporate) ProQuest Central (purchase pre-March 2016) Education Database (Alumni Edition) ProQuest Central (Alumni) (purchase pre-March 2016) Research Library (Alumni Edition) ProQuest Central (Alumni) ProQuest Central UK/Ireland Education Research Index Social Science Premium Collection ProQuest Central Essentials ProQuest Central ProQuest One Community College Education Collection ProQuest Central ProQuest Central Student Research Library Prep ProQuest Education Database ProQuest research library Research Library (Corporate) Proquest Central Premium ProQuest One Academic ProQuest One Academic Middle East (New) One Education ProQuest One Academic Eastern Edition (DO NOT USE) ProQuest One Academic (retired) ProQuest One Academic UKI Edition ProQuest Central Basic
DatabaseTitle	CrossRef ProQuest One Education Social Science Premium Collection Education Collection Research Library Prep ProQuest Central Student ProQuest One Academic Middle East (New) ProQuest Central Basic ProQuest Education Journals ProQuest Central Essentials ProQuest One Academic Eastern Edition ProQuest Central (Alumni Edition) ProQuest One Community College Research Library (Alumni Edition) ProQuest Central ProQuest Social Sciences Premium Collection ProQuest One Academic UKI Edition ProQuest Central Korea ProQuest Research Library ProQuest Central (New) ProQuest One Academic ProQuest Education Journals (Alumni Edition) ProQuest One Academic (New) ProQuest Central (Alumni)
DatabaseTitleList	ProQuest One Education
Database_xml	– sequence: 1 dbid: BENPR name: ProQuest Central (subscription) url: https://www.proquest.com/central sourceTypes: Aggregation Database
DeliveryMethod	fulltext_linktorsrc
Discipline	Engineering Education Computer Science
EISSN	1573-7608
EndPage	380
ExternalDocumentID	2936901771 A713714601 10_1007_s10639_012_9240_x
Genre	Feature
GeographicLocations	New York Tennessee
GeographicLocations_xml	– name: New York – name: Tennessee
GroupedDBID	-4Z -59 -5G -BR -EM -W8 -Y2 -~C .86 .GO .VR 0-V 06D 0R~ 0VY 1N0 1SB 2.D 203 28- 29G 2J2 2JN 2JY 2KG 2LR 2P1 2VQ 2~H 30V 3V. 4.4 406 408 409 40D 40E 5GY 5QI 5VS 67Z 6NX 8G5 8TC 8UJ 95- 95. 95~ 96X AAAVM AABHQ AACDK AAHNG AAHSB AAIAL AAJBT AAJKR AANZL AAOBN AARHV AARTL AASML AATNV AATVU AAUYE AAWCG AAYIU AAYOK AAYQN AAYTO AAYZH ABAKF ABBBX ABBXA ABDZT ABECU ABFTD ABFTV ABHLI ABHQN ABJNI ABJOX ABKCH ABKTR ABMNI ABMQK ABNWP ABOPQ ABQBU ABQSL ABSXP ABTEG ABTHY ABTKH ABTMW ABULA ABUWG ABWNU ABXPI ACAOD ACDTI ACGFO ACGFS ACHSB ACHXU ACKNC ACMDZ ACMLO ACOKC ACOMO ACPIV ACREN ACSNA ACYUM ACZOJ ADHHG ADHIR ADIMF ADINQ ADKNI ADKPE ADMLS ADRFC ADTPH ADURQ ADYFF ADYOE ADZKW AEBTG AEFIE AEFQL AEGAL AEGNC AEJHL AEJRE AEKMD AEMSY AEOHA AEPYU AESKC AETLH AEVLU AEXYK AFBBN AFEXP AFGCZ AFKRA AFLOW AFQWF AFWTZ AFYQB AFZKB AGAYW AGDGC AGGDS AGJBK AGMZJ AGQEE AGQMX AGRTI AGWIL AGWZB AGYKE AHAVH AHBYD AHKAY AHSBF AHYZX AIAKS AIGIU AIIXL AILAN AITGF AJBLW AJRNO AJZVZ ALMA_UNASSIGNED_HOLDINGS ALSLI ALWAN AMKLP AMTXH AMXSW AMYLF AMYQR AOCGG ARALO ARMRJ ASPBG AVWKF AXYYD AYJHY AZFZN AZQEC B-. BA0 BBWZM BDATZ BENPR BGNMA BPHCQ BSONS CAG CCPQU CJNVE COF CS3 CSCUP DDRTE DL5 DNIVK DPUIP DU5 DWQXO EBLON EBS EDJ EIOEI EJD ESBYG FEDTE FERAY FFXSO FIGPU FINBP FNLPD FRRFC FSGXE FWDCC GGCAI GGRSB GJIRD GNUQQ GNWQR GQ6 GQ7 GQ8 GUQSH GXS H13 HF~ HG5 HG6 HMJXF HQYDN HRMNR HVGLF HZ~ I09 IAO ICD IEA IER IHE IJ- IKXTQ ITC ITM IWAJR IXC IZIGR IZQ I~X I~Z J-C J0Z JBSCW JCJTX JZLTJ KDC KOV KOW LAK LLZTM M0P M2O M4Y MA- MK~ ML~ N2Q NB0 NDZJH NPVJJ NQJWS NU0 O-J O9- O93 O9G O9I O9J OAM OVD P19 P2P P9O PF0 PQEDU PQQKQ PROAC PT4 PT5 Q2X QOK QOS R-Y R4E R89 R9I RHV RNI ROL RPX RSV RZC RZD RZK S16 S1Z S26 S27 S28 S3B SAP SCJ SCLPG SCO SDH SDM SHX SISQX SJYHP SNE SNPRN SNX SOHCF SOJ SPISZ SRMVM SSLCW STPWE SZN T13 T16 TEORI TSG TSK TSV TUC U2A UG4 UOJIU UTJUX UZXMN VC2 VFIZW W23 W48 WK6 WK8 YLTOR Z45 Z81 Z83 Z88 ZMTXR ~A9 ~EX AAPKM AAYXX ABBRH ABDBE ABFSG ABRTQ ACSTC ADHKG AEZWR AFDZB AFFHD AFHIU AFOHR AGQPQ AHPBZ AHWEU AIXLP ATHPR AYFIA CITATION PHGZM PHGZT 7XB 8FK AHOVV MBDVC PKEHL PQEST PQUKI Q9U
ID	FETCH-LOGICAL-c383t-c288c9e8b2631c49d3e10c5559668831431cf240791c68a44f652b09a85144f23
IEDL.DBID	M0P
ISICitedReferencesCount	310
ISICitedReferencesURI	http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=000444315000019&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
ISSN	1360-2357
IngestDate	Tue Dec 02 16:05:41 EST 2025 Sat Nov 29 13:34:45 EST 2025 Sat Nov 29 10:09:16 EST 2025 Tue Nov 18 21:13:39 EST 2025 Sat Nov 29 06:26:16 EST 2025 Fri Feb 21 02:34:45 EST 2025
IsPeerReviewed	true
IsScholarly	true
Issue	2
Keywords	Visual programming Science education Learning by design Computational modeling Agent-based modeling and simulation Computational thinking Physics education Biology education Multi-agent systems
Language	English
License	http://www.springer.com/tdm
LinkModel	DirectLink
MergedId	FETCHMERGED-LOGICAL-c383t-c288c9e8b2631c49d3e10c5559668831431cf240791c68a44f652b09a85144f23
Notes	SourceType-Scholarly Journals-1 ObjectType-Feature-1 content type line 14
PQID	1323979287
PQPubID	55384
PageCount	30
ParticipantIDs	proquest_journals_1323979287 gale_infotracmisc_A713714601 gale_infotracacademiconefile_A713714601 crossref_primary_10_1007_s10639_012_9240_x crossref_citationtrail_10_1007_s10639_012_9240_x springer_journals_10_1007_s10639_012_9240_x
PublicationCentury	2000
PublicationDate	20130600 2013-6-00 20130601
PublicationDateYYYYMMDD	2013-06-01
PublicationDate_xml	– month: 6 year: 2013 text: 20130600
PublicationDecade	2010
PublicationPlace	Boston
PublicationPlace_xml	– name: Boston – name: New York
PublicationSubtitle	The Official Journal of the IFIP Technical Committee on Education
PublicationTitle	Education and information technologies
PublicationTitleAbbrev	Educ Inf Technol
PublicationYear	2013
Publisher	Springer US Springer Springer Nature B.V
Publisher_xml	– name: Springer US – name: Springer – name: Springer Nature B.V
References	diSessaAHammerDSherinBKolpakowskiTInventing graphing: Children’s meta-representational expertiseJournal of Mathematical Behavior1991b102117160 diSessaAAAbelsonHPlogerDAn overview of boxerJournal of Mathematical Behavior1991a101315 diSessaAAA principled design for an integrated computational environmentHuman-Computer Interaction19851114710.1207/s15327051hci0101_1 Repenning, A. (1993). Agentsheets: A tool for building domain-oriented visual programming. Conference on Human Factors in Computing Systems, 142–143. Basu, S., Sengupta, P., & Biswas, G. (In Review). A scaffolding framework to support learning in multi-agent based simulation environments. Research in Science Education. WilenskyUNovakMTaylorRSFerrariMUnderstanding evolution as an emergent process: Learning with agent-based models of evolutionary dynamicsEpistemology and science education: Understanding the evolution vs. Intelligent design controversy2010New YorkRoutledge diSessa, A. A. (2001). Changing minds: Computers, learning, and literacy. The MIT Press. JacobsonMWilenskyUComplex systems in education: Scientific and educational importance and implications for the learning sciencesJournal of the Learning Sciences2006151113410.1207/s15327809jls1501_4 Maloney, J., Burd, L., Kafai, Y., Rusk, N., Silverman, B., & Resnick, M. (2004) Scratch: A sneak preview. In Proceedings of Creating, Connecting, and Collaborating through Computing, 104–109. NersessianNJGiereRNHow do scientists think? Capturing the dynamics of conceptual change in scienceCognitive models of science1992MNUniversity of Minnesota Press. Minneapolis345 ElbyAWhat students’ learning of representations tells us about constructivismJournal of Mathematical Behavior20001948150210.1016/S0732-3123(01)00054-2 PapertSMindstorms: Children, computers, and powerful ideas1980New York, NYBasic Books, Inc. SandovalWAMillwoodKThe quality of students’ use of evidence in written scientific explanationsCognition and Instruction2005231235510.1207/s1532690xci2301_2 SherinBA comparison of programming languages and algebraic notation as expressive languages for physicsInternational Journal of Computers for Mathematics Learning:2001616110.1023/A:1011434026437 RedishEFWilsonJMStudent programming in the introductory physics course: M.U.P.P.E.TAmerican Journal of Physics19936122223210.1119/1.17295 CorcoranTMosherFRogatALearning progressions in science: An evidence-based approach to reform (RR-63)2009Philadelphia, PAConsortium for Policy Research in Education diSessaAAAbelsonHBOXER: A reconstructible computational mediumCommunications of ACM198629985986810.1145/6592.6595 DuschlRAOsborneJSupporting and promoting argumentation discourse in science educationStudies in Science Education200238397210.1080/03057260208560187 KolodnerJLCampPJCrismondDFasseBGrayJHolbrookJPuntambekarSRyanMProblem-based learning meets case-based reasoning in the middle-school science classroom: Putting learning by design into practiceThe Journal of Learning Sciences200312449554710.1207/S15327809JLS1204_2 Sengupta, P., & Farris, A. V. (2012). Learning Kinematics in Elementary Grades Using Agent-based Computational Modeling: A Visual Programming Based Approach. Proceedings of the 11th International Conference on Interaction Design & Children, pp 78–87. National Research CouncilTaking science to school: Learning and teaching science in grades K–82008Washington, DCNational Academy Press Basu, S., Kinnebrew, J., Dickes, A., Farris, A. V., Sengupta, P., Winger, J., & Biswas, G. (2012). A Science Learning Environment using a Computational Thinking Approach. In: Proceedings of the 20th International Conference on Computers in Education, Singapore. BravoCvan JoolingenWRdeJongTModeling and simulation in inquiry learning: Checking solutions and giving adviceSimulation2006821176978410.1177/0037549706074190 Kahn, K. (1996). ToonTalk: An animated programming environment for children. Journal of Visual Languages and Computing. KynigosCE-slate Logo as a basis for constructing microworlds with mathematics teachers2001Lintz, AustriaProceedings of the Ninth Eurologo Conference6574 LehrerRSchaubleLSawyerRKCultivating model-based reasoning in science educationThe Cambridge handbook of the learning sciences2006New YorkCambridge University Press371388 RoschelleJTeasleySDThe construction of shared knowledge in collaborative problem solvingNATO ASI Series F Computer and Systems Sciences19941286969 Segedy, J. R., Kinnebrew, J. S., & Biswas, G. (2012). Promoting metacognitive learning behaviors using conversational agents in a learning by teaching environment. Educational Technology Research & Development. ChiMTHSlottaJDde LeeuwNFrom things to processes: A theory of conceptual change for learning science conceptsLearning and Instruction19944274310.1016/0959-4752(94)90017-5 PennerDELehrerRSchaubleLFrom physical models to biomechanics: A design-based modeling approachJournal of the Learning Sciences199873–4429449 CrossNExpertise in design: An overviewDesign Studies20042542744110.1016/j.destud.2004.06.002 DykstraD. I.SweetD. R.Conceptual development about motion and force in elementary and middle school studentsAmerican Journal of Physics2009775468476 ACM K-12 TaskforceA Model Curriculum for K-12 Computer Science: Final Report of the ACM K-12 Task Force Curriculum Committee2003New York, NYCSTA Wing, J. M. (2006) Computational Thinking. Communications of the ACM, vol. 49, no.3 March 2006, pp. 33–35. SherinBdiSessaAAHammerDMDynaturtle revisited: Learning physics through collaborative design of a computer modelInteractive Learning Environments1993329111810.1080/1049482930030201 HallounIAHestenesDThe initial knowledge state of college physics studentsAmerican Journal of Physics198553111043105610.1119/1.14030 PerkinsDNSimmonsRPatterns of misunderstanding: An integrative model for science, math, and programmingReview of Educational Research1988583303326 Conway, M. (1997). Alice: Easy to Learn 3D Scripting for Novices, Technical Report, School of Engineering and Applied Sciences, University of Virginia, Charlottesville, VA. WilenskyUReismanKThinking like a wolf, a sheep or a firefly: Learning biology through constructing and testing computational theories—An embodied modeling approachCognition & Instruction200624217120910.1207/s1532690xci2402_1 HundhausenCDBrownJLWhat You See Is What You Code: A “live” algorithm development and visualization environment for novice learnersJournal of Visual Languages and Computing200718224710.1016/j.jvlc.2006.03.002 Roschelle, J., Digiano, C., Pea, R. D., & Kaput, J. (1999). Educational Software Components of Tomorrow (ESCOT), Proceedings of the International Conference on Mathematics/Science Education & Technology (M/SET), March 1–4, 1999. San Antonio, USA. diSessaAAMetarepresentation: Native competence and targets for instructionCognition and Instruction200422329333110.1207/s1532690xci2203_2 KramerJIs abstraction the key to computing?Communications of the ACM2007504364210.1145/1232743.1232745April 2007 LehrerRSchaubleLLucasDSupporting development of the epistemology of inquiryCognitive Development200823451252910.1016/j.cogdev.2008.09.001 GuzdialMSoftware-realized scaffolding to facilitate programming for science learningInteractive Learning Environments19954114410.1080/1049482940040101 HegedusSJKaputJJAn Introduction to the Profound Potential of Connected Algebra Activities: Issues of Representation, Engagement, and PedagogyProceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education20043129136 diSessaAAChanging minds: Computers, learning, and literacy2000Cambridge, MAMIT Press HammerD.Misconceptions or p-prims: How may alternative perspectives of cognitive structure influence instructional perceptions and intentions?Journal of the Learning Sciences19965297127 Sengupta, P. (2011). Design Principles for a Visual Programming Language to Integrate Agent-based modeling in K-12 Science. In: Proceedings of the Eighth International Conference of Complex Systems (ICCS 2011), pp 1636–1637. ChiMTHCommon sense conceptions of emergent processes: Why some misconceptions are robustJournal of the Learning Sciences200514161199234773110.1207/s15327809jls1402_1 TanimotoSLVIVA: A visual language for image processingJournal of Visual Languages and Computing1990112713910.1016/S1045-926X(05)80012-6 Wilensky, U., & Resnick, M. (1999). Thinking in levels: A dynamic systems perspective to making sense of the world. Journal of Science Education and Technology, 8(1). ReinerMSlottaJDChiMTHResnickLBNaive physics reasoning: A commitment to substance-based conceptionsCognition and Instruction200018113410.1207/S1532690XCI1801_01 SenguptaPWilenskyUKhineMSSalehIMLowering the learning threshold: Multi-agent-based models and learning electricityDynamic modeling: Cognitive tool for scientific inquiry2011New York, NYSpringer141171 DriverRNewtonPOsborneJEstablishing the norms of scientific argumentation in classroomsScience Education200084328731310.1002/(SICI)1098-237X(200005)84:3<287::AID-SCE1>3.0.CO;2-A ResnickMTurtles, termites, and traffic jams: Explorations in massively parallel microworlds1994Cambridge, MAMIT Press Wilensky, U. (1999). NetLogo. Center for Connected Learning and Computer-Based Modeling (http://ccl.northwestern.edu/netlogo). Northwestern University, Evanston, IL. Aristotle (350 BCE/2002) Nichomachean ethics. New York: Oxford University Press. EdelsonDCLearning-for-use: A framework for the design of technology-supported inquiry activitiesJournal of Research in Science Teaching200138335538510.1002/1098-2736(200103)38:3<355::AID-TEA1010>3.0.CO;2-M Locke, J. (1690/1979). An essay concerning human understanding. New York: Oxford University Press. SchmidtDCGuest editor’s introduction: Model-driven engineeringComputer2006392253110.1109/MC.2006.58 Oshima, Y. (2005). Kedama: A GUI-based interactive massively parallel particle programming system. Proceedings of the 2005 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC’05). BliksteinPWilenskyUAn atom is known by the compan P Sengupta (9240_CR78) 2011 MTH Chi (9240_CR8) 1994; 4 9240_CR34 9240_CR35 R Lehrer (9240_CR51) 2008; 23 9240_CR76 9240_CR33 9240_CR77 NJ Nersessian (9240_CR59) 1992 9240_CR74 9240_CR75 9240_CR70 J Kramer (9240_CR46) 2007; 50 C Kynigos (9240_CR48) 2007; 12 A diSessa (9240_CR21) 1991b; 10 RN Giere (9240_CR29) 1988 JP Smith (9240_CR82) 1993; 3 U Wilensky (9240_CR90) 2010 CD Hundhausen (9240_CR38) 2007; 18 9240_CR4 E Glaserfeld Von (9240_CR87) 1991 BY White (9240_CR88) 1990; 42 9240_CR3 9240_CR2 9240_CR25 U Wilensky (9240_CR91) 2006; 24 E Soloway (9240_CR84) 1993; 36 9240_CR67 S Papert (9240_CR61) 1980 ACM K-12 Taskforce (9240_CR1) 2003 National Research Council (9240_CR58) 2010 C Kynigos (9240_CR47) 2001 ST Levy (9240_CR53) 2008; 26 9240_CR60 JH Larkin (9240_CR49) 1980; 208 IA Halloun (9240_CR32) 1985; 53 CA Chinn (9240_CR9) 1993; 63 AA diSessa (9240_CR16) 2000 D Smith (9240_CR83) 2000; 43 P Sengupta (9240_CR79) 2012; 17 AA diSessa (9240_CR17) 2004; 22 E Klopfer (9240_CR44) 2005; 24 9240_CR18 WA Sandoval (9240_CR71) 2005; 23 M Guzdial (9240_CR30) 1995; 4 9240_CR13 M McCloskey (9240_CR56) 1983 9240_CR10 MJ Ford (9240_CR28) 2003; 12 9240_CR54 AA diSessa (9240_CR19) 1986; 29 9240_CR55 9240_CR94 RA Duschl (9240_CR24) 2002; 38 P Blikstein (9240_CR5) 2009; 14 M Resnick (9240_CR68) 1994 9240_CR92 9240_CR93 M Jacobson (9240_CR39) 2006; 15 National Research Council (9240_CR57) 2008 M Reiner (9240_CR66) 2000; 18 J Kaput (9240_CR41) 1994 J Roschelle (9240_CR69) 1994; 128 AA diSessa (9240_CR20) 1991a; 10 SL Tanimoto (9240_CR86) 1990; 1 DN Perkins (9240_CR64) 1988; 58 R Driver (9240_CR22) 2000; 84 B Sherin (9240_CR80) 2001; 6 B Sherin (9240_CR81) 1993; 3 AA diSessa (9240_CR15) 1993; 10 DC Edelson (9240_CR26) 2001; 38 S Papert (9240_CR62) 1991 CH Ho (9240_CR37) 2001; 22 N Cross (9240_CR12) 2004; 25 9240_CR89 D Klahr (9240_CR43) 1990 A Elby (9240_CR27) 2000; 19 JL Kolodner (9240_CR45) 2003; 12 9240_CR85 9240_CR42 9240_CR40 G Leinhardt (9240_CR52) 1990; 60 C Bravo (9240_CR6) 2006; 82 L Schauble (9240_CR72) 1991; 28 R Lehrer (9240_CR50) 2006 SJ Hegedus (9240_CR36) 2004; 3 R Duschl (9240_CR23) 2008 M Guzdial (9240_CR31) 2008 T Corcoran (9240_CR11) 2009 DC Schmidt (9240_CR73) 2006; 39 EF Redish (9240_CR65) 1993; 61 AA diSessa (9240_CR14) 1985; 1 DE Penner (9240_CR63) 1998; 7 MTH Chi (9240_CR7) 2005; 14
References_xml	– reference: diSessaAAAbelsonHPlogerDAn overview of boxerJournal of Mathematical Behavior1991a101315 – reference: EdelsonDCLearning-for-use: A framework for the design of technology-supported inquiry activitiesJournal of Research in Science Teaching200138335538510.1002/1098-2736(200103)38:3<355::AID-TEA1010>3.0.CO;2-M – reference: National Research CouncilReport of a workshop on the scope and nature of computational thinking2010Washington, DCThe National Academies Press – reference: HoCHSome phenomena of problem decomposition strategy for design thinking: Differences between novices and expertsDesign Studies2001221274510.1016/S0142-694X(99)00030-7 – reference: WilenskyUNovakMTaylorRSFerrariMUnderstanding evolution as an emergent process: Learning with agent-based models of evolutionary dynamicsEpistemology and science education: Understanding the evolution vs. Intelligent design controversy2010New YorkRoutledge – reference: TanimotoSLVIVA: A visual language for image processingJournal of Visual Languages and Computing1990112713910.1016/S1045-926X(05)80012-6 – reference: SchaubleLKlopferLERaghavanKStudents’ transition from an engineering model to a science model of experimentationJournal of Research in Science Teaching19912885988210.1002/tea.3660280910 – reference: CorcoranTMosherFRogatALearning progressions in science: An evidence-based approach to reform (RR-63)2009Philadelphia, PAConsortium for Policy Research in Education – reference: ChiMTHCommon sense conceptions of emergent processes: Why some misconceptions are robustJournal of the Learning Sciences200514161199234773110.1207/s15327809jls1402_1 – reference: ReinerMSlottaJDChiMTHResnickLBNaive physics reasoning: A commitment to substance-based conceptionsCognition and Instruction200018113410.1207/S1532690XCI1801_01 – reference: CrossNExpertise in design: An overviewDesign Studies20042542744110.1016/j.destud.2004.06.002 – reference: diSessaAAToward an epistemology of physicsCognition and Instruction1993102/310522510.1080/07370008.1985.9649008 – reference: Kahn, K. (1996). ToonTalk: An animated programming environment for children. Journal of Visual Languages and Computing. – reference: SandovalWAMillwoodKThe quality of students’ use of evidence in written scientific explanationsCognition and Instruction2005231235510.1207/s1532690xci2301_2 – reference: WingJ. M.Computational thinking and thinking about computingPhilosophical Transactions of the Royal Society200836637173725 – reference: KynigosCE-slate Logo as a basis for constructing microworlds with mathematics teachers2001Lintz, AustriaProceedings of the Ninth Eurologo Conference6574 – reference: RedishEFWilsonJMStudent programming in the introductory physics course: M.U.P.P.E.TAmerican Journal of Physics19936122223210.1119/1.17295 – reference: BliksteinPWilenskyUAn atom is known by the company it keeps: A constructionist learning environment for materials science using Agent-Based ModelingInternational Journal of Computers for Mathematical Learning2009148111910.1007/s10758-009-9148-8 – reference: KolodnerJLCampPJCrismondDFasseBGrayJHolbrookJPuntambekarSRyanMProblem-based learning meets case-based reasoning in the middle-school science classroom: Putting learning by design into practiceThe Journal of Learning Sciences200312449554710.1207/S15327809JLS1204_2 – reference: National Research CouncilTaking science to school: Learning and teaching science in grades K–82008Washington, DCNational Academy Press – reference: Wing, J. M. (2006) Computational Thinking. Communications of the ACM, vol. 49, no.3 March 2006, pp. 33–35. – reference: LeinhardtGZaslavskyOSteinMMFunctions, graphs, and graphing: Tasks, learning and teachingReview of Educational Research199060164 – reference: PapertSHarelIPapertSSituating constructionismConstructionism1991Norwood, NJAblex Publishing Corporation – reference: DuschlRAOsborneJSupporting and promoting argumentation discourse in science educationStudies in Science Education200238397210.1080/03057260208560187 – reference: LevySTWilenskyUInventing a “mid-level” to make ends meet: Reasoning through the levels of complexityCognition and Instruction200826114710.1080/07370000701798479 – reference: DykstraD. I.SweetD. R.Conceptual development about motion and force in elementary and middle school studentsAmerican Journal of Physics2009775468476 – reference: GiereRNExplaining science: A cognitive approach1988ChicagoUniversity of Chicago Press10.7208/chicago/9780226292038.001.0001 – reference: KaputJSchoenfeldADemocratizing access to calculus: New routes using old routesMathematical thinking and problem solving1994Hillsdale, NJLawrence Erlbaum77156 – reference: NersessianNJGiereRNHow do scientists think? Capturing the dynamics of conceptual change in scienceCognitive models of science1992MNUniversity of Minnesota Press. Minneapolis345 – reference: BravoCvan JoolingenWRdeJongTModeling and simulation in inquiry learning: Checking solutions and giving adviceSimulation2006821176978410.1177/0037549706074190 – reference: ElbyAWhat students’ learning of representations tells us about constructivismJournal of Mathematical Behavior20001948150210.1016/S0732-3123(01)00054-2 – reference: SenguptaP.WilenskyU.Learning electricity with NIELS: Thinking with electrons and thinking in levelsInternational Journal of Computers for Mathematical Learning20091412150 – reference: SmithJPdiSessaAARoschelleJMisconceptions reconceived: A constructivist analysis of knowledge in transitionJournal of the Learning Sciences19933211516310.1207/s15327809jls0302_1 – reference: SolowayEShould we teach students to program?Communications of the ACM19933610212410.1145/163430.164061 – reference: Maloney, J., Burd, L., Kafai, Y., Rusk, N., Silverman, B., & Resnick, M. (2004) Scratch: A sneak preview. In Proceedings of Creating, Connecting, and Collaborating through Computing, 104–109. – reference: ChinnCABrewerWFThe role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instructionReview of Educational Research199363149 – reference: diSessa, A. A. (2001). Changing minds: Computers, learning, and literacy. The MIT Press. – reference: GuzdialMSoftware-realized scaffolding to facilitate programming for science learningInteractive Learning Environments19954114410.1080/1049482940040101 – reference: HammerD.Misconceptions or p-prims: How may alternative perspectives of cognitive structure influence instructional perceptions and intentions?Journal of the Learning Sciences19965297127 – reference: Basu, S., Kinnebrew, J., Dickes, A., Farris, A. V., Sengupta, P., Winger, J., & Biswas, G. (2012). A Science Learning Environment using a Computational Thinking Approach. In: Proceedings of the 20th International Conference on Computers in Education, Singapore. – reference: diSessaAHammerDSherinBKolpakowskiTInventing graphing: Children’s meta-representational expertiseJournal of Mathematical Behavior1991b102117160 – reference: Dickes, A., & Sengupta, P. (2012). Learning Natural Selection in 4th Grade with Multi Agent-Based Computational Models. Research in Science Education. doi:10.1007/s11165-012-9293-2. – reference: ResnickMTurtles, termites, and traffic jams: Explorations in massively parallel microworlds1994Cambridge, MAMIT Press – reference: Hambrusch, S., Hoffmann, C., Korb, J. T., Haugan, M., & Hosking, A. L. (2009). A multidisciplinary approach towards computational thinking for science majors. In Proceedings of the 40th ACM Technical Symposium on Computer Science Education (SIGCSE '09). ACM, New York, NY, USA, 183–187. – reference: Aristotle (350 BCE/2002) Nichomachean ethics. New York: Oxford University Press. – reference: LehrerRSchaubleLLucasDSupporting development of the epistemology of inquiryCognitive Development200823451252910.1016/j.cogdev.2008.09.001 – reference: Wilensky, U. (1999). NetLogo. Center for Connected Learning and Computer-Based Modeling (http://ccl.northwestern.edu/netlogo). Northwestern University, Evanston, IL. – reference: Basu, S., Sengupta, P., & Biswas, G. (In Review). A scaffolding framework to support learning in multi-agent based simulation environments. Research in Science Education. – reference: DriverRNewtonPOsborneJEstablishing the norms of scientific argumentation in classroomsScience Education200084328731310.1002/(SICI)1098-237X(200005)84:3<287::AID-SCE1>3.0.CO;2-A – reference: LarkinJHMcDermottJSimonDPSimonHAExpert and novice performance in solving physics problemsScience19802081335134210.1126/science.208.4450.1335 – reference: SmithDCypherATeslerLProgramming by example: Novice programming comes of ageCommunications of the ACM2000433758110.1145/330534.330544 – reference: JacobsonMWilenskyUComplex systems in education: Scientific and educational importance and implications for the learning sciencesJournal of the Learning Sciences2006151113410.1207/s15327809jls1501_4 – reference: SherinBA comparison of programming languages and algebraic notation as expressive languages for physicsInternational Journal of Computers for Mathematics Learning:2001616110.1023/A:1011434026437 – reference: diSessaAAMetarepresentation: Native competence and targets for instructionCognition and Instruction200422329333110.1207/s1532690xci2203_2 – reference: diSessaAAA principled design for an integrated computational environmentHuman-Computer Interaction19851114710.1207/s15327051hci0101_1 – reference: WilenskyUReismanKThinking like a wolf, a sheep or a firefly: Learning biology through constructing and testing computational theories—An embodied modeling approachCognition & Instruction200624217120910.1207/s1532690xci2402_1 – reference: Wilensky, U., & Resnick, M. (1999). Thinking in levels: A dynamic systems perspective to making sense of the world. Journal of Science Education and Technology, 8(1). – reference: KlahrDDunbarKFayALShragerJLangleyPDesigning good experiments to test bad hypothesesComputational models of scientific discovery and theory formation1990San Mateo, CAMorgan Kaufman355401 – reference: KynigosCUsing half-baked microworlds to challenge teacher educators’ knowingJournal of Computers for Math Learning20071228711110.1007/s10758-007-9114-2 – reference: WhiteBYFrederiksenJRCausal model progressions as a foundation for intelligent learning environmentsArtificial Intelligence19904219915710.1016/0004-3702(90)90095-H – reference: Tan, J., & Biswas, G. (2007). Simulation-based game learning environments: Building and sustaining a fish tank. In Proceedings of the First IEEE International Workshop on Digital Game and Intelligent Toy Enhanced Learning (pp. 73–80). Jhongli, Taiwan. – reference: SenguptaPFarrisAVWrightMFrom agents to aggregation via aesthetics: Learning mechanics with visual agent-based computational modelingTechnology, Knowledge & Learning2012171–2234210.1007/s10758-012-9190-9 – reference: Oshima, Y. (2005). Kedama: A GUI-based interactive massively parallel particle programming system. Proceedings of the 2005 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC’05). – reference: SherinBdiSessaAAHammerDMDynaturtle revisited: Learning physics through collaborative design of a computer modelInteractive Learning Environments1993329111810.1080/1049482930030201 – reference: ChiMTHSlottaJDde LeeuwNFrom things to processes: A theory of conceptual change for learning science conceptsLearning and Instruction19944274310.1016/0959-4752(94)90017-5 – reference: Kelleher, C., & Pausch, R. (2005) Lowering the barriers to programming: A taxonomy of programming environments and languages for novice programmers. ACM Computing Surveys, Vol. (37) 83–137. – reference: SenguptaPWilenskyUKhineMSSalehIMLowering the learning threshold: Multi-agent-based models and learning electricityDynamic modeling: Cognitive tool for scientific inquiry2011New York, NYSpringer141171 – reference: Harel, I., & Papert, S. (1991). Software design as a learning environment. Constructionism. Norwood, NJ: Ablex Publishing Corporation. pp. 51–52. ISBN 0-89391-785-0. – reference: Locke, J. (1690/1979). An essay concerning human understanding. New York: Oxford University Press. – reference: Conway, M. (1997). Alice: Easy to Learn 3D Scripting for Novices, Technical Report, School of Engineering and Applied Sciences, University of Virginia, Charlottesville, VA. – reference: Segedy, J. R., Kinnebrew, J. S., & Biswas, G. (2012). Promoting metacognitive learning behaviors using conversational agents in a learning by teaching environment. Educational Technology Research & Development. – reference: Sengupta, P., & Farris, A. V. (2012). Learning Kinematics in Elementary Grades Using Agent-based Computational Modeling: A Visual Programming Based Approach. Proceedings of the 11th International Conference on Interaction Design & Children, pp 78–87. – reference: SchmidtDCGuest editor’s introduction: Model-driven engineeringComputer2006392253110.1109/MC.2006.58 – reference: PennerDELehrerRSchaubleLFrom physical models to biomechanics: A design-based modeling approachJournal of the Learning Sciences199873–4429449 – reference: Repenning, A. (1993). Agentsheets: A tool for building domain-oriented visual programming. Conference on Human Factors in Computing Systems, 142–143. – reference: GuzdialMPaving the way for computational thinking2008Communications of the ACMEducation Column51(8) – reference: Sengupta, P. (2011). Design Principles for a Visual Programming Language to Integrate Agent-based modeling in K-12 Science. In: Proceedings of the Eighth International Conference of Complex Systems (ICCS 2011), pp 1636–1637. – reference: diSessaAAChanging minds: Computers, learning, and literacy2000Cambridge, MAMIT Press – reference: PapertSMindstorms: Children, computers, and powerful ideas1980New York, NYBasic Books, Inc. – reference: RoschelleJTeasleySDThe construction of shared knowledge in collaborative problem solvingNATO ASI Series F Computer and Systems Sciences19941286969 – reference: Roschelle, J., Digiano, C., Pea, R. D., & Kaput, J. (1999). Educational Software Components of Tomorrow (ESCOT), Proceedings of the International Conference on Mathematics/Science Education & Technology (M/SET), March 1–4, 1999. San Antonio, USA. – reference: HegedusSJKaputJJAn Introduction to the Profound Potential of Connected Algebra Activities: Issues of Representation, Engagement, and PedagogyProceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education20043129136 – reference: ACM K-12 TaskforceA Model Curriculum for K-12 Computer Science: Final Report of the ACM K-12 Task Force Curriculum Committee2003New York, NYCSTA – reference: McCloskeyMGentnerDStevensANaive theories of motionMental models1983Hillsdale, NJLawrence Erlbaum299324 – reference: LehrerRSchaubleLSawyerRKCultivating model-based reasoning in science educationThe Cambridge handbook of the learning sciences2006New YorkCambridge University Press371388 – reference: diSessaAAAbelsonHBOXER: A reconstructible computational mediumCommunications of ACM198629985986810.1145/6592.6595 – reference: HundhausenCDBrownJLWhat You See Is What You Code: A “live” algorithm development and visualization environment for novice learnersJournal of Visual Languages and Computing200718224710.1016/j.jvlc.2006.03.002 – reference: FordMJRepresenting and meaning in history and in classrooms: Developing symbols and conceptual organizations of free-fall motionScience & Education200312112510.1023/A:1022643003120 – reference: KramerJIs abstraction the key to computing?Communications of the ACM2007504364210.1145/1232743.1232745April 2007 – reference: HallounIAHestenesDThe initial knowledge state of college physics studentsAmerican Journal of Physics198553111043105610.1119/1.14030 – reference: Von GlaserfeldESteffeLPAbstraction, re-presentation, and reflection: An interpretation of experience and of Piaget’s approachEpistemological foundations of mathematical experience1991New YorkSpringer456710.1007/978-1-4612-3178-3_4 – reference: DuschlRGreenJLukeAKellyGScience education in three part harmony: Balancing conceptual, epistemic and social learning goalsReview of research in education2008Washington, DCAERA268291 – reference: KlopferEYoonSUmTTeaching complex dynamic systems to young students with StarLogoThe Journal of Computers in Mathematics and Science Teaching2005242157178 – reference: PerkinsDNSimmonsRPatterns of misunderstanding: An integrative model for science, math, and programmingReview of Educational Research1988583303326 – volume: 63 start-page: 1 year: 1993 ident: 9240_CR9 publication-title: Review of Educational Research doi: 10.3102/00346543063001001 – volume: 24 start-page: 157 issue: 2 year: 2005 ident: 9240_CR44 publication-title: The Journal of Computers in Mathematics and Science Teaching – volume: 128 start-page: 69 year: 1994 ident: 9240_CR69 publication-title: NATO ASI Series F Computer and Systems Sciences – ident: 9240_CR60 doi: 10.1109/VLHCC.2005.49 – volume-title: Turtles, termites, and traffic jams: Explorations in massively parallel microworlds year: 1994 ident: 9240_CR68 – volume: 39 start-page: 25 issue: 2 year: 2006 ident: 9240_CR73 publication-title: Computer doi: 10.1109/MC.2006.58 – ident: 9240_CR75 – volume: 82 start-page: 769 issue: 11 year: 2006 ident: 9240_CR6 publication-title: Simulation doi: 10.1177/0037549706074190 – ident: 9240_CR67 doi: 10.1145/169059.169119 – volume: 25 start-page: 427 year: 2004 ident: 9240_CR12 publication-title: Design Studies doi: 10.1016/j.destud.2004.06.002 – volume: 14 start-page: 161 year: 2005 ident: 9240_CR7 publication-title: Journal of the Learning Sciences doi: 10.1207/s15327809jls1402_1 – volume: 10 start-page: 3 issue: 1 year: 1991a ident: 9240_CR20 publication-title: Journal of Mathematical Behavior – ident: 9240_CR55 doi: 10.1109/C5.2004.1314376 – ident: 9240_CR25 doi: 10.1119/1.3090824 – volume: 23 start-page: 23 issue: 1 year: 2005 ident: 9240_CR71 publication-title: Cognition and Instruction doi: 10.1207/s1532690xci2301_2 – volume: 22 start-page: 293 issue: 3 year: 2004 ident: 9240_CR17 publication-title: Cognition and Instruction doi: 10.1207/s1532690xci2203_2 – volume: 50 start-page: 36 issue: 4 year: 2007 ident: 9240_CR46 publication-title: Communications of the ACM doi: 10.1145/1232743.1232745 – volume: 18 start-page: 22 year: 2007 ident: 9240_CR38 publication-title: Journal of Visual Languages and Computing doi: 10.1016/j.jvlc.2006.03.002 – volume-title: Paving the way for computational thinking year: 2008 ident: 9240_CR31 – volume: 12 start-page: 1 issue: 1 year: 2003 ident: 9240_CR28 publication-title: Science & Education doi: 10.1023/A:1022643003120 – volume: 23 start-page: 512 issue: 4 year: 2008 ident: 9240_CR51 publication-title: Cognitive Development doi: 10.1016/j.cogdev.2008.09.001 – volume: 1 start-page: 1 issue: 1 year: 1985 ident: 9240_CR14 publication-title: Human-Computer Interaction doi: 10.1207/s15327051hci0101_1 – volume: 4 start-page: 27 year: 1994 ident: 9240_CR8 publication-title: Learning and Instruction doi: 10.1016/0959-4752(94)90017-5 – volume: 6 start-page: 1 year: 2001 ident: 9240_CR80 publication-title: International Journal of Computers for Mathematics Learning: doi: 10.1023/A:1011434026437 – start-page: 141 volume-title: Dynamic modeling: Cognitive tool for scientific inquiry year: 2011 ident: 9240_CR78 doi: 10.1007/978-94-007-0449-7_7 – ident: 9240_CR94 doi: 10.1098/rsta.2008.0118 – ident: 9240_CR4 – volume: 12 start-page: 495 issue: 4 year: 2003 ident: 9240_CR45 publication-title: The Journal of Learning Sciences doi: 10.1207/S15327809JLS1204_2 – volume-title: Learning progressions in science: An evidence-based approach to reform (RR-63) year: 2009 ident: 9240_CR11 – volume: 17 start-page: 23 issue: 1–2 year: 2012 ident: 9240_CR79 publication-title: Technology, Knowledge & Learning doi: 10.1007/s10758-012-9190-9 – ident: 9240_CR40 doi: 10.1006/jvlc.1996.0011 – ident: 9240_CR74 – volume: 84 start-page: 287 issue: 3 year: 2000 ident: 9240_CR22 publication-title: Science Education doi: 10.1002/(SICI)1098-237X(200005)84:3<287::AID-SCE1>3.0.CO;2-A – volume: 4 start-page: 1 issue: 1 year: 1995 ident: 9240_CR30 publication-title: Interactive Learning Environments doi: 10.1080/1049482940040101 – volume: 19 start-page: 481 year: 2000 ident: 9240_CR27 publication-title: Journal of Mathematical Behavior doi: 10.1016/S0732-3123(01)00054-2 – volume: 3 start-page: 129 year: 2004 ident: 9240_CR36 publication-title: Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education – start-page: 299 volume-title: Mental models year: 1983 ident: 9240_CR56 – volume: 1 start-page: 127 year: 1990 ident: 9240_CR86 publication-title: Journal of Visual Languages and Computing doi: 10.1016/S1045-926X(05)80012-6 – ident: 9240_CR13 doi: 10.1007/s11165-012-9293-2 – volume: 29 start-page: 859 issue: 9 year: 1986 ident: 9240_CR19 publication-title: Communications of ACM doi: 10.1145/6592.6595 – volume: 58 start-page: 303 issue: 3 year: 1988 ident: 9240_CR64 publication-title: Review of Educational Research doi: 10.3102/00346543058003303 – volume: 18 start-page: 1 issue: 1 year: 2000 ident: 9240_CR66 publication-title: Cognition and Instruction doi: 10.1207/S1532690XCI1801_01 – ident: 9240_CR89 – volume-title: Report of a workshop on the scope and nature of computational thinking year: 2010 ident: 9240_CR58 – volume: 10 start-page: 105 issue: 2/3 year: 1993 ident: 9240_CR15 publication-title: Cognition and Instruction doi: 10.1080/07370008.1985.9649008 – volume: 12 start-page: 87 issue: 2 year: 2007 ident: 9240_CR48 publication-title: Journal of Computers for Math Learning doi: 10.1007/s10758-007-9114-2 – volume-title: A Model Curriculum for K-12 Computer Science: Final Report of the ACM K-12 Task Force Curriculum Committee year: 2003 ident: 9240_CR1 – volume: 28 start-page: 859 year: 1991 ident: 9240_CR72 publication-title: Journal of Research in Science Teaching doi: 10.1002/tea.3660280910 – ident: 9240_CR3 – start-page: 3 volume-title: Cognitive models of science year: 1992 ident: 9240_CR59 – volume: 43 start-page: 75 issue: 3 year: 2000 ident: 9240_CR83 publication-title: Communications of the ACM doi: 10.1145/330534.330544 – volume: 208 start-page: 1335 year: 1980 ident: 9240_CR49 publication-title: Science doi: 10.1126/science.208.4450.1335 – ident: 9240_CR92 doi: 10.1023/A:1009421303064 – start-page: 268 volume-title: Review of research in education year: 2008 ident: 9240_CR23 – ident: 9240_CR76 doi: 10.1145/2307096.2307106 – volume: 60 start-page: 1 year: 1990 ident: 9240_CR52 publication-title: Review of Educational Research doi: 10.3102/00346543060001001 – volume: 14 start-page: 81 year: 2009 ident: 9240_CR5 publication-title: International Journal of Computers for Mathematical Learning doi: 10.1007/s10758-009-9148-8 – volume-title: Constructionism year: 1991 ident: 9240_CR62 – volume: 7 start-page: 429 issue: 3–4 year: 1998 ident: 9240_CR63 publication-title: Journal of the Learning Sciences doi: 10.1080/10508406.1998.9672060 – start-page: 355 volume-title: Computational models of scientific discovery and theory formation year: 1990 ident: 9240_CR43 – ident: 9240_CR54 doi: 10.1093/oseo/instance.00018020 – volume: 36 start-page: 21 issue: 10 year: 1993 ident: 9240_CR84 publication-title: Communications of the ACM doi: 10.1145/163430.164061 – ident: 9240_CR42 doi: 10.1145/1089733.1089734 – volume: 61 start-page: 222 year: 1993 ident: 9240_CR65 publication-title: American Journal of Physics doi: 10.1119/1.17295 – volume: 3 start-page: 115 issue: 2 year: 1993 ident: 9240_CR82 publication-title: Journal of the Learning Sciences doi: 10.1207/s15327809jls0302_1 – ident: 9240_CR2 – volume-title: Mindstorms: Children, computers, and powerful ideas year: 1980 ident: 9240_CR61 – ident: 9240_CR70 – start-page: 77 volume-title: Mathematical thinking and problem solving year: 1994 ident: 9240_CR41 – volume-title: Epistemology and science education: Understanding the evolution vs. Intelligent design controversy year: 2010 ident: 9240_CR90 – volume-title: Explaining science: A cognitive approach year: 1988 ident: 9240_CR29 doi: 10.7208/chicago/9780226292038.001.0001 – volume: 22 start-page: 27 issue: 1 year: 2001 ident: 9240_CR37 publication-title: Design Studies doi: 10.1016/S0142-694X(99)00030-7 – start-page: 371 volume-title: The Cambridge handbook of the learning sciences year: 2006 ident: 9240_CR50 – volume: 38 start-page: 355 issue: 3 year: 2001 ident: 9240_CR26 publication-title: Journal of Research in Science Teaching doi: 10.1002/1098-2736(200103)38:3<355::AID-TEA1010>3.0.CO;2-M – volume: 24 start-page: 171 issue: 2 year: 2006 ident: 9240_CR91 publication-title: Cognition & Instruction doi: 10.1207/s1532690xci2402_1 – volume-title: Taking science to school: Learning and teaching science in grades K–8 year: 2008 ident: 9240_CR57 – volume: 3 start-page: 91 issue: 2 year: 1993 ident: 9240_CR81 publication-title: Interactive Learning Environments doi: 10.1080/1049482930030201 – volume: 42 start-page: 99 issue: 1 year: 1990 ident: 9240_CR88 publication-title: Artificial Intelligence doi: 10.1016/0004-3702(90)90095-H – ident: 9240_CR33 doi: 10.1145/1508865.1508931 – volume: 38 start-page: 39 year: 2002 ident: 9240_CR24 publication-title: Studies in Science Education doi: 10.1080/03057260208560187 – ident: 9240_CR77 doi: 10.1007/s10758-009-9144-z – ident: 9240_CR34 doi: 10.1207/s15327809jls0502_1 – volume: 15 start-page: 11 issue: 1 year: 2006 ident: 9240_CR39 publication-title: Journal of the Learning Sciences doi: 10.1207/s15327809jls1501_4 – start-page: 65 volume-title: E-slate Logo as a basis for constructing microworlds with mathematics teachers year: 2001 ident: 9240_CR47 – volume: 10 start-page: 117 issue: 2 year: 1991b ident: 9240_CR21 publication-title: Journal of Mathematical Behavior – ident: 9240_CR85 doi: 10.1109/DIGITEL.2007.44 – volume: 53 start-page: 1043 issue: 11 year: 1985 ident: 9240_CR32 publication-title: American Journal of Physics doi: 10.1119/1.14030 – ident: 9240_CR10 – ident: 9240_CR35 – start-page: 45 volume-title: Epistemological foundations of mathematical experience year: 1991 ident: 9240_CR87 doi: 10.1007/978-1-4612-3178-3_4 – volume: 26 start-page: 1 issue: 1 year: 2008 ident: 9240_CR53 publication-title: Cognition and Instruction doi: 10.1080/07370000701798479 – ident: 9240_CR18 – volume-title: Changing minds: Computers, learning, and literacy year: 2000 ident: 9240_CR16 doi: 10.7551/mitpress/1786.001.0001 – ident: 9240_CR93 doi: 10.1145/1118178.1118215
SSID	ssj0009742
Score	2.4716334
Snippet	Computational thinking (CT) draws on concepts and practices that are fundamental to computing and computer science. It includes epistemic and representational...
SourceID	proquest gale crossref springer
SourceType	Aggregation Database Enrichment Source Index Database Publisher
StartPage	351
SubjectTerms	Computer Appl. in Social and Behavioral Sciences Computer Science Computers and Education Education Educational Environment Educational Technology Information Systems Applications (incl.Internet) Junior high school students Science Curriculum Science education Sciences education User Interfaces and Human Computer Interaction
SummonAdditionalLinks	– databaseName: SpringerLINK Contemporary 1997-Present dbid: RSV link: http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV1LSwMxEB6ketCD1apYX-QgCEpgk92mWW9FLIpQxBe9hd1sooJUsVX8-U62id36Aj3sQsiDkEzmkczMB7CLQtjmRUvSgmWCIpeUNEejh4p2kidpouPU2hJsot3ryX4_Pfdx3MPg7R6eJEtOXQl2Q2mKpi-naDNEFBXHWZR20uE1XFzeTDLttkvEHBaLiLpcLuEp87shpoTRZ5b85W20FDnd-r8muwSLXsMknTFJLMOMGTSgHtAbiD_MDYfX7H07GrBQSUu4Ai-nPocEloguO_orQzK6G2MtEHd_S84o48TLUGLCcMT50t-SzAVtUScli-ogh6RDKtGTxAbvsFW47h5fHZ1QD89ANZq1I6q5lDo1MuciZjpJi9iwSLfQRBFCyhgVMaatMxhTpoXMksSKFs-jNEMlDws8XoPa4HFg1oHE0moTsVzwVCbG6Ixbm-BnWnmBP9GEKOyT0j53uYPQeFCTrMtuwRUuuHILrt6asP_R5WmcuOO3xntu85U71DiuznxsAs7OpcdSHTTl2yhTItaEramWeBj1dHUgH-WZwVAh7bvXU7RNm3AQyKVS_dOsNv7UehPm-RiqA8luC2qj5xezDXP6dXQ_fN4pz8g7cO8LVQ priority: 102 providerName: Springer Nature
Title	Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework
URI	https://link.springer.com/article/10.1007/s10639-012-9240-x https://www.proquest.com/docview/1323979287
Volume	18
WOSCitedRecordID	wos000444315000019&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
hasFullText	1
inHoldings	1
isFullTextHit
isPrint
journalDatabaseRights	– providerCode: PRVPQU databaseName: Education Database customDbUrl: eissn: 1573-7608 dateEnd: 20171231 omitProxy: false ssIdentifier: ssj0009742 issn: 1360-2357 databaseCode: M0P dateStart: 19970101 isFulltext: true titleUrlDefault: https://search.proquest.com/education providerName: ProQuest – providerCode: PRVPQU databaseName: ProQuest Central (subscription) customDbUrl: eissn: 1573-7608 dateEnd: 20171231 omitProxy: false ssIdentifier: ssj0009742 issn: 1360-2357 databaseCode: BENPR dateStart: 19970101 isFulltext: true titleUrlDefault: https://www.proquest.com/central providerName: ProQuest – providerCode: PRVPQU databaseName: Research Library customDbUrl: eissn: 1573-7608 dateEnd: 20171231 omitProxy: false ssIdentifier: ssj0009742 issn: 1360-2357 databaseCode: M2O dateStart: 19970101 isFulltext: true titleUrlDefault: https://search.proquest.com/pqrl providerName: ProQuest – providerCode: PRVAVX databaseName: SpringerLINK Contemporary 1997-Present customDbUrl: eissn: 1573-7608 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0009742 issn: 1360-2357 databaseCode: RSV dateStart: 19970101 isFulltext: true titleUrlDefault: https://link.springer.com/search?facet-content-type=%22Journal%22 providerName: Springer Nature
link	http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV3NSxwxFH_o2kN7qHZb6dYPcigISugkM5tNepFtUZTS7WJVvIWZTKKFslp3Lfvn972ZTHdX0YuHCQxJHoG8z-Tl_QA-ohEORdnVvBS54qglNS8w6OGqlxWZyVxqQqjAJnqDgb64MMN44DaOaZWNTqwUdXnt6Iz8ExKgKyh08Pdv_nBCjaLb1QihsQwr6Cgb4vDvyXBWdLdXgeeIVCWcyro0t5r10zm0zRhIS44RSMKnC3bpvnZ-cE1aWZ_D1eeuew1eR7-T9WtGeQNLftSG1QbTgUURbxOKc8z4aMOruWKFb-HuOFaWwD_mqonxIJFNrmoEBkanuuwbF5JFy8p8Q45Rhv0ly-kpFyfbWc4T-cz6bO5NJQtNztg7ODs8OP16xCNoA3cY7E64k1o743UhVSpcZsrUi8R1MXBRSusU3TPhAoWRRjil8ywLqiuLxOTo-uGPTNehNboe-ffAUh2cT0ShpNGZ9y6XIWT4-W5RYqM6kDRbZl2saE7AGr_trBYz7bLFXba0y3bagd3_U27qch5PDd4hPrAk6kjX5fHFAq6OimbZPgb4PbQ0iejA5sJIFFG32N3who0qYmxnjNGBvYa75rofW9WHp4ltwEtZI3Ygc29Ca3J757fghfs7-TW-3YaVLweD4cl2JSfUyh_Ynvw8_wfVehjq
linkProvider	ProQuest
linkToHtml	http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMw1V3fb9MwED5NGxLsgUEBUTbADyAkkLXYcV0HCaEKmFZ1FB6GtDeTODZMQt1Yux_8U_yN3CU2bUHsbQ88JFKU5GQln893tu_7AJ7gIByqumd4LUrN0UsaXmHSw3VfVapQLi9CaMQm-uOxOTgoPq7Az1QLQ9sqk09sHHV95GiOfBsN0BIUBvivj79zUo2i1dUkodHCYuR_nGPKNn01fIv_96mUO-_23-zyqCrAHWZjM-6kMa7wppI6F04Vde5F5noYWWttTI7xg3CB8pxCOG1KpYLuySorSoxN8IKIDtDlrynKhGiroPwwJ_ntN2I9ItcZJxqZtIraluphLICJu-SY8WT8Ymkc_HM0-GtZthntdjb-t-90C27GuJoN2o5wG1b8pAMbSbOCRRfWIZXquKOlA-sLZIx34HQYmTPwirnmxThRymZfW4UJRrPWbMSFZDFyYD6ZY1RB8IWVVKrGKTaoF428ZAO2UDPKQtoTdxc-XclnuQerk6OJvw8sN8H5TFRaFkZ570oZgsLD96oaT7oLWYKIdZGxnYRDvtk51zShyiKqLKHKXnTh-e9Xjlu6kssefka4s-TK0K4rY0UGto5IweygL4jPEVP2LmwtPYkuyC3fTli00QVO7RyIXXiR0Lxw-1-tenC5scdwfXf__Z7dG45Hm3BDtuok2LG2YHV2cuofwjV3Njucnjxq-iaDz1cN8l8Iim2H
linkToPdf	http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMw1V1Rb9MwED5NHULsgUFhWmGAH0BIIGuJ4zoOEkKFraIqqioE0t5M4tiAhLqxdjD-Gr-Ou8SmLYi97YGHRIoSn6Lk8_nO9n0fwEMchH1V9zWv01Jx9JKaV5j0cJXLShbSZoX3jdhEPpnoo6NiugE_Yy0MbauMPrFx1PWxpTnyfTRAS1AY4O_7sC1iejB8cfKVk4IUrbRGOY0WImP34zumb_PnowP814-EGB6-e_WaB4UBbjEzW3ArtLaF05VQWWplUWcuTWwfo2yltM4wlkitp5ynSK3SpZRe9UWVFCXGKXhBpAfo_jdzDDJkBzZfHk6mb5eUv3kj3ZNmKuFEKhPXVNvCPYwMMI0XHFsm_HxtVPxzbPhrkbYZ-4bb__NXuwHXQ8TNBm0XuQkbbtaF7ahmwYJz65J-ddjr0oWtFZrGW3A2CpwaeMVs0zBMobLFp1Z7gtF8NhvzVLAQUzAXzTGqLfjISipi4xQ11KtGnrEBW6kmZT7ulrsN7y_ls-xAZ3Y8c7vAMu2tS9JKiUJL52wpvJd4uH5V40n1IIlwMTZwuZOkyBezZKEmhBlEmCGEmfMePPnd5KQlMrno4ceEQUNODu3aMtRq4NsRXZgZ5CkxPWIy34O9tSfROdn12xGXJjjHuVmCsgdPI7JXbv_rre5cbOwBXEVsmzejyfguXBOtbAn2sT3oLE7P3D24Yr8tPs9P74eOyuDDZaP8F-VVd6Q
openUrl	ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Integrating+computational+thinking+with+K-12+science+education+using+agent-based+computation%3A+A+theoretical+framework&rft.jtitle=Education+and+information+technologies&rft.au=Sengupta%2C+Pratim&rft.au=Kinnebrew%2C+John+S&rft.au=Basu%2C+Satabdi&rft.au=Biswas%2C+Gautam&rft.date=2013-06-01&rft.pub=Springer+Nature+B.V&rft.issn=1360-2357&rft.eissn=1573-7608&rft.volume=18&rft.issue=2&rft.spage=351&rft_id=info:doi/10.1007%2Fs10639-012-9240-x&rft.externalDBID=HAS_PDF_LINK&rft.externalDocID=2936901771
thumbnail_l	http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=1360-2357&client=summon
thumbnail_m	http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=1360-2357&client=summon
thumbnail_s	http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=1360-2357&client=summon