Defining Computational Thinking for Mathematics and Science Classrooms

Weintrop, David; Beheshti, Elham; Horn, Michael; Orton, Kai; Jona, Kemi; Trouille, Laura; Wilensky, Uri

doi:10.1007/s10956-015-9581-5

Cited by 1,114 publications

(894 citation statements)

References 84 publications

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“…In order to allow the construction of models, students must have tools that allow them to define objects and variables in the model as well as means to specify their behavior (Louca and Zacharia 2012;Tisue and Wilensky 2004;Weintrop et al 2015). Such means often utilize equations or programming code.…”

Section: Modeling Tools: Drawing-based Modelingmentioning

confidence: 99%

Stimulating Scientific Reasoning with Drawing-Based Modeling

2017

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We investigate the way students' reasoning about evolution can be supported by drawing-based modeling. We modified the drawing-based modeling tool SimSketch to allow for modeling evolutionary processes. In three iterations of development and testing, students in lower secondary education worked on creating an evolutionary model. After each iteration, the user interface and instructions were adjusted based on students' remarks and the teacher's observations. Students' conversations were analyzed on reasoning complexity as a measurement of efficacy of the modeling tool and the instructions. These findings were also used to compose a set of recommendations for teachers and curriculum designers for using and constructing models in the classroom. Our findings suggest that to stimulate scientific reasoning in students working with a drawing-based modeling, tool instruction about the tool and the domain should be integrated. In creating models, a sufficient level of scaffolding is necessary. Without appropriate scaffolds, students are not able to create the model. With scaffolding that is too high, students may show reasoning that incorrectly assigns external causes to behavior in the model.

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Section: Modeling Tools: Drawing-based Modelingmentioning

confidence: 99%

Stimulating Scientific Reasoning with Drawing-Based Modeling

2017

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“…Although there is disagreement concerning the spaces in which computational thinking (CT) might be best integrated into K-12 education-"as a general subject, a discipline-specific topic, or a multidisciplinary topic" (Grover & Pea, 2013, p. 40)-many argue for some form of integration in K-12 schools (Barr & Stephenson, 2011;Grover & Pea, 2013;Kafai & Burke, 2014;Weintrop et al, 2015;Wing, 2008). Weintrop and colleagues (2015) acknowledge that such an integration will be new for current teachers in the field, warning that "the inclusion of these practices, in and of itself, offers little guidance for teachers who will be required to realize them in their classrooms" (p. 128).…”

Section: Introductionmentioning

confidence: 99%

Tinkering with Logo in an Elementary Mathematics Methods Course

Valentine¹

2018

Interdisciplinary Journal of Problem-Based Learning

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“…Computational Thinking involves solving problems, designing systems, and understanding human behavior, by drawing on the concepts fundamental to computer science. It includes a range of mental tools that reflect the breadth of the field of computer science (Weintrop et al 2016;Dagienė, Stupuriene and Vinikiene, 2017).…”

Section: Introductionmentioning

confidence: 99%

Assessment of Computational Thinking Notions in Secondary School

Bilbao¹,

Bravo²,

García³

et al. 2017

BJMC

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Abstract. New technological developments, the hyperconnectivity and globalization of the economy are raising important opportunities and challenges to the economy. The labour market must also address these opportunities and challenges, to evolve and accommodate future workers and businesses. The introduction of digital technologies in sectors of the economy allows devices and systems collaborate with each other and with other systems allowing to modify the products, processes and business models. The digitization of society and the economy poses challenges and creates opportunities for all sectors must adapt their processes, products and business models. Educational system cannot be left out of this future and new models like Computational Thinking (CT) can help achieve and better prepare future citizens. But when new skills and techniques such as CT are applied, it is necessary to evaluate them. In this paper a model for evaluating the skills and attitudes of CT for subjects of secondary education is presented.

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Defining Computational Thinking for Mathematics and Science Classrooms

Cited by 1,114 publications

References 84 publications

Stimulating Scientific Reasoning with Drawing-Based Modeling

Stimulating Scientific Reasoning with Drawing-Based Modeling

Tinkering with Logo in an Elementary Mathematics Methods Course

Assessment of Computational Thinking Notions in Secondary School

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