Defining Computational Thinking for Mathematics and Science Classrooms

2015 ◽  
Vol 25 (1) ◽  
pp. 127-147 ◽  
Author(s):  
David Weintrop ◽  
Elham Beheshti ◽  
Michael Horn ◽  
Kai Orton ◽  
Kemi Jona ◽  
...  
Keyword(s):  
Computational Thinking ◽  
Science Classrooms ◽  
Mathematics And Science

scholarly journals Implementing dialogic inquiry in Qatari mathematics and science classrooms: Challenges and provocations

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Carol Murphy ◽  
Abdullah Abu-Tineh ◽  
Nigel Calder ◽  
Nasser Mansour
Keyword(s):  
Science Classrooms ◽  
Dialogic Inquiry ◽  
Mathematics And Science

Computational Thinking in High School Science Classrooms

2014 ◽  
Vol 081 (05) ◽  
Author(s):  
Cary Sneider ◽  
Chris Stephenson ◽  
Bruce Schafer ◽  
Larry Flick
Keyword(s):  
High School ◽  
Computational Thinking ◽  
School Science ◽  
High School Science ◽  
Science Classrooms

Theory and Research on Tasks Revisited: Task as a Context for Students’ Thinking in the Era of Ambitious Reforms in Mathematics and Science

2020 ◽  
Vol 49 (8) ◽  
pp. 606-617
Author(s):  
Miray Tekkumru-Kisa ◽  
Mary Kay Stein ◽  
Walter Doyle
Keyword(s):  
Teaching And Learning ◽  
Future Research ◽  
Quality Teaching ◽  
High Quality ◽  
Science Classrooms ◽  
Opportunities For Learning ◽  
Mathematics And Science

Informed by decades of research and standards-based policies, there has been a growing demand for high-quality teaching and learning in mathematics and science classrooms. Achieving these ambitious goals will not be easy; students’ opportunities for learning as shaped by the tasks they are assigned will matter the most. The purpose of this article is to revisit theory and research on tasks, a construct introduced by Walter Doyle nearly 40 years ago. The authors discuss how this construct has been used and expanded in research since then, argue for its applicability to contemporary challenges facing schools and classrooms today, and provide suggestions for future research.

Effectiveness of Technology in Precollege Mathematics and Science Teaching

1983 ◽  
Vol 12 (2) ◽  
pp. 137-158 ◽  
Author(s):  
James A. Kulik ◽  
Robert L. Bangert-Drowns
Keyword(s):  
Student Achievement ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Individualized Instruction ◽  
Programmed Instruction ◽  
Science Classrooms ◽  
Computer Based Instruction ◽  
Computer Based ◽  
Based Instruction ◽  
Mathematics And Science

The first major applications of scientific technology to education were made by psychologist B. F. Skinner three decades ago. In the years since, the emphasis in instructional technology has shifted from programmed instruction to individualized systems of teaching to computer-based instruction. These three approaches show different degrees of promise as aids in precollege mathematics and science classrooms. Programmed instruction and individualized instruction have had only limited success in raising student achievement or improving student attitudes in precollege education. Computer-based instruction, on the other hand, has raised student achievement significantly in numerous studies, dramatically affected the amount of time needed for teaching and learning, and greatly altered student attitudes toward the computer.

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