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...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Education and information technologies Jg. 18; H. 2; S. 351 - 380
Hauptverfasser: Sengupta, Pratim, Kinnebrew, John S., Basu, Satabdi, Biswas, Gautam, Clark, Douglas
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Boston Springer US 01.06.2013
Springer
Springer Nature B.V
Schlagworte:
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-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung: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.
Bibliographie:SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 14
ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-012-9240-x