scholarly journals Using Unplugged Computational Thinking to Scaffold Natural Selection Learning

2021 ◽  
Vol 83 (2) ◽  
pp. 112-117
Author(s):  
Amanda Peel ◽  
Troy D. Sadler ◽  
Patricia Friedrichsen
Keyword(s):  
Natural Selection ◽  
Computational Thinking ◽  
Thought Process ◽  
Science Content ◽  
Classroom Implementation ◽  
Student Work ◽  
Science Courses ◽  
Making Sense ◽  
K 12 ◽  
Computational Literacy

Computational thinking (CT) is a thought process composed of computer science ideas and skills that can be applied to solve problems and better understand the world around us. With the increase in technology and computing, STEM disciplines are becoming interwoven with computing. In order to better prepare students for STEM careers, computational literacy needs to be developed in K–12 education. We advocate the introduction of computational literacy through the incorporation of CT in core science courses, such as biology. Additionally, at least some of this integration should be unplugged, or without computers, so that all schools can participate in developing computational literacy. These lessons integrate unplugged CT and science content to help students develop CT competencies and learn natural selection content simultaneously through a series of lessons in which unplugged CT is leveraged for natural selection learning within varying contexts. In these lessons, students engage in the creation of handwritten algorithmic explanations of natural selection. Students build CT skills while making sense of the process, resulting in converged learning about CT and science. This article presents a description of CT, the specifics of the classroom implementation and lessons, student work and outcomes, and conclusions drawn from this work.

“It Must Include Rules”

2021 ◽  
Vol 28 (2) ◽  
pp. 1-41
Author(s):  
Eliane S. Wiese ◽  
Marcia C. Linn
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Computational Thinking ◽  
Computer Models ◽  
School Science ◽  
Scientific Models ◽  
Science Content ◽  
School Students ◽  
Science Courses ◽  
High Level

When middle school students encounter computer models of science phenomenon in science class, how do they think those computer models work? Computer models operationalize real-world behaviors of selected variables, and can simulate interactions between the modeled elements through programmed instructions. This study explores how middle school students think about the high-level semantic meaning of those instructions, which we term rules . To investigate this aspect of students’ computational thinking, we developed the Computational Modeling Inventory and administered it to 253 7 th grade students. The Inventory included three computer models that students interacted with during the assessment. In our sample, 99% of students identified at least one key rule underlying a model, but only 14% identified all key rules; 65% believed that model rules can contradict; and 98% could not distinguish between emergent patterns and behaviors that directly resulted from model rules. Despite these misconceptions, compared to the “typical” questions about the science content alone, questions about model rules elicited deeper science thinking, with 2--10 times more responses including reasoning about scientific mechanisms. These results suggest that incorporating computational thinking instruction into middle school science courses might yield deeper learning and more precise assessments around scientific models.

Using Authentic Earth Data in the K-12 Classroom

2018 ◽  
pp. 561-589
Author(s):  
Meghan E. Marrero ◽  
Amanda M. Gunning ◽  
Karen Woodruff
Keyword(s):  
Teaching And Learning ◽  
Data Sets ◽  
Science Content ◽  
Online Data ◽  
Teacher Interviews ◽  
Student Work ◽  
Course Work ◽  
Teacher Professional ◽  
K 12 ◽  
Authentic Data

Our planet is under intense observation—by satellites, seismometers, buoys, radar, and more. These instruments generate authentic data sets that are freely accessible online, and thus available for K-12 students and teachers to use in STEM classrooms. This chapter examines how teachers engaged in the NASA Endeavor program, a STEM teacher professional development initiative, use authentic online data in their classrooms and the effects of these activities on teaching and learning. Endeavor teachers use data in many ways, including through curriculum programs developed to scaffold earth data sets for use by students. Through qualitative analysis of teacher interviews, teacher course work, student work, and other relevant data, the researchers discovered that employing authentic online data in Endeavor teachers' classrooms helped students to construct explanations based on evidence and make real world connections to science content.

Using Authentic Earth Data in the K-12 Classroom

2015 ◽  
pp. 281-309
Author(s):  
Meghan E. Marrero ◽  
Amanda M. Gunning ◽  
Karen Woodruff
Keyword(s):  
Teaching And Learning ◽  
Data Sets ◽  
Science Content ◽  
Online Data ◽  
Teacher Interviews ◽  
Student Work ◽  
Course Work ◽  
Teacher Professional ◽  
K 12 ◽  
Authentic Data

Our planet is under intense observation—by satellites, seismometers, buoys, radar, and more. These instruments generate authentic data sets that are freely accessible online, and thus available for K-12 students and teachers to use in STEM classrooms. This chapter examines how teachers engaged in the NASA Endeavor program, a STEM teacher professional development initiative, use authentic online data in their classrooms and the effects of these activities on teaching and learning. Endeavor teachers use data in many ways, including through curriculum programs developed to scaffold earth data sets for use by students. Through qualitative analysis of teacher interviews, teacher course work, student work, and other relevant data, the researchers discovered that employing authentic online data in Endeavor teachers' classrooms helped students to construct explanations based on evidence and make real world connections to science content.

Computational and Mathematical Thinking

2020 ◽  
pp. 221-231
Author(s):  
Stephen K. Reed
Keyword(s):  
Computer Science ◽  
Advanced Placement ◽  
Mathematical Thinking ◽  
Computational Thinking ◽  
Science Courses ◽  
Computer Science Courses ◽  
The World ◽  
Basic Concepts ◽  
K 12 ◽  
The Impact

Computational thinking is a way of solving problems, designing systems, and understanding human behavior that draws on concepts fundamental to computer science. The advanced placement course, AP Computer Science Principles, introduces students to basic concepts and challenges them to explore how computing and technology impact the world. Computational thinking across the K–12 curriculum compliments, rather than competes with, efforts to expand computer science education. Computer science courses include algorithmic thinking, logic, abstraction, decomposition, and debugging. Computational and mathematical thinking have much in common. The book In Pursuit of the Unknown: 17 Equations that Changed the World is an excellent introduction to mathematical thinking by describing the impact of equations.

Making Sense of Natural Selection

2013 ◽  
Vol 080 (06) ◽  
Author(s):  
Cynthia Passmore ◽  
Elizabeth Coleman ◽  
Jennifer Horton ◽  
Heather Parker
Keyword(s):  
Natural Selection ◽  
Making Sense

Computational thinking in K-12 education. An insight through meta-analysis

2021 ◽  
pp. 1-26
Author(s):  
José Miguel Merino-Armero ◽  
José Antonio González-Calero ◽  
Ramón Cózar-Gutiérrez
Keyword(s):  
Meta Analysis ◽  
Computational Thinking ◽  
K 12

Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics

2021 ◽  
pp. 088840642199237
Author(s):  
Emily C. Bouck ◽  
Phil Sands ◽  
Holly Long ◽  
Aman Yadav
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Computer Science ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Computational Thinking ◽  
Lesson Plans ◽  
Methods Course ◽  
Mathematics Methods ◽  
K 12

Increasingly in K–12 schools, students are gaining access to computational thinking (CT) and computer science (CS). This access, however, is not always extended to students with disabilities. One way to increase CT and CS (CT/CS) exposure for students with disabilities is through preparing special education teachers to do so. In this study, researchers explore exposing special education preservice teachers to the ideas of CT/CS in the context of a mathematics methods course for students with disabilities or those at risk of disability. Through analyzing lesson plans and reflections from 31 preservice special education teachers, the researchers learned that overall emerging promise exists with regard to the limited exposure of preservice special education teachers to CT/CS in mathematics. Specifically, preservice teachers demonstrated the ability to include CT/CS in math lesson plans and showed understanding of how CT/CS might enhance instruction with students with disabilities via reflections on these lessons. The researchers, however, also found a need for increased experiences and opportunities for preservice special education teachers with CT/CS to more positively impact access for students with disabilities.

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