Computational Thinking for Physics: Programming Models of Physics Phenomenon in Elementary School

Abstract

Abstract.Computational thinking, an approach to problem solving, is a key practice of science education rarely integrated into instruction in an authentic way. A second key practice, creating models of physical phenomenon, has been recognized as an important strategy for facilitating students' deeper understandings of both science concepts and the practices of science. We are creating an interdisciplinary computational thinking curriculum for grades 4-6 that combines the development of computational thinking with content in other disciplines such as science. Here we present an example project where students can iteratively develop a model to explain the momentum and acceleration of an object, coupled with sophisticated computational thinking concepts to simulate that model. In addition, we present two findings from related research on fourth graders' pre-instructional knowledge related to computational thinking: 1) Students recognized the need for but struggled to produce specific instructions, and 2) Students understood that small errors could change outcomes.

The Development of CT-S Learning Module on The Linear Motion Topic to Promote Computational Thinking Thinking

“…Hence, there is a real gap in the research field on the implementation of computational thinking among students. Dwyer et al (2014) found that using computational thinking and programming as a method of physics learning can help students to master the learning. Additionally, exposing students to computational-based learning can help students in mastering science content such as Kinematics and Ecology and computational thinking effectively (Basu et al, 2014).…”

Computational thinking curriculum development for upper elementary school classes

“…Using a drawing activity based on the Marching Orders activity by CS Unplugged, we found that fourth graders recognized the need for but struggled to produce specific instructions [10]. We also tested prior knowledge for our algorithms learning progression strand.…”

“…We created a theoretical set of learning progressions based on existing curricula by CSTA and used focus groups to test the lower anchor points [6,10]. Using a drawing activity based on the Marching Orders activity by CS Unplugged, we found that fourth graders recognized the need for but struggled to produce specific instructions [10].…”

Emerging Research, Practice, and Policy on Computational Thinking

“…Instead, they suggested, "just as proficiency in basic language arts helps us to effectively communicate and proficiency in basic math helps us to successfully quantitate, proficiency in computational thinking helps us systematically and efficiently process information and tasks" Computational Thinking in Teacher Education (Fletcher & Lu,p. These computational thinking concepts can be implemented in K-12 classrooms through digital storytelling, data collection and analysis, and scientific investigations (Lee, Martin & Apone, 2014), creating games (Howland & Good, 2015;Lee et al, 2014;, educational robotics (Atmatzidou & Demetriadis, 2014), physics (Dwyer, Boe, Hill, Franklin, & Harlow, 2013), visual programming languages like Scratch or other interactive media Calao, Moreno-Leon, Correa, & Robles, 2015), and even through maker movements (Rode et al, 2015). This effort to lay foundations of CT needs to start early on in students' K-12 experience before they learn programming languages (Fletcher & Lu).…”