Constructionist Approaches for Computational Thinking in Math and Science Classrooms

• In Event: 58.024 - Constructionism, Modeling, and Games: Synergies Through the Lens of Next Generation Science Standards and the Common Core

Abstract

Objectives. Modern science and mathematics are increasingly computational endeavors. To reflect this shifting reality, national standards like NGSS and CCSS either include specific computational practices (such as the computational thinking practice in NGSS) or concepts and practices particularly well suited for computational learning contexts (like model with mathematics in CCSS). In this presentation, we provide evidence that constructionist learning, with its emphasis on the creation and sharing of constructed artifacts, productive and innovative uses of computational technologies, and opportunities for personally-meaningful learning, is particularly well suited to achieving the goals of these standards efforts. We also situate the idea of computational thinking in the constructionist literature and learning tools.
Theoretical Framework. This presentation draws on over 40 years of work showing constructionist theory and design to be effective for engaging learners in the powerful ideas of mathematics and science. This includes early work with Logo on the development of mathematical thinking (Feurzeig et al, 1970; Papert, 1972, 1980), and more recent projects using computational modeling to deepen learning of scientific ideas (Authors, 1995; Authors, 2009a; Authors, 2009b; Authors, 2015; Hmelo, 2015; Klopfer, Yoon & Um, 2005). We also draw from work showing that mathematics and science content can provide meaningful contexts to engage learners with powerful computational thinking (Authors, 2014a; Authors, 2014b; Guzdial, 1994; Orton et al., 2016).
Methods and Data. We employ data collected over the last three years from two NSF-funded research projects that bring computational thinking into public high school classrooms. The first project embedded computational thinking into existing high school mathematics and science classrooms through the design of computational thinking enhanced STEM units (Authors, 2016a). The second project designed a year-long computational thinking course with the goal of broadening participation in computing by providing a diverse set of entry points, including numerous computational modeling and programming units (Authors, 2016b).
Results. Findings from these two projects show how these constructionist learning designs can productively engage learners in meaningful mathematics and science learning. We provide quantitative and qualitative evidence of learners improving their computational thinking skills after working through the science units we designed. Additionally, we provide vignettes of learners engaging in the productive practices of problem formulation, solution development, and debugging while working on content from across the STEM spectrum. We emphasize practices associated with the design, implementation, and evaluation of computer-based models of scientific phenomena, a constructionist activity that blends STEM content and computational thinking.
Scholarly significance. There is growing acknowledgement of the importance of learners engaging in authentic mathematical and scientific practices and of learning activities that support these practices. Computation plays a growing role in science, making, authentic practice an increasingly computational undertaking. We provide evidence that constructionist learning is well suited to fostering authentic mathematics/science learning. By providing examples of constructionist learning in science contexts, we show the power of this approach and offer future directions for the creation of engaging and effective constructionist learning activities for mathematics and science classrooms.

Authors

• Uri J. Wilensky, Northwestern University

• David Weintrop, University of Maryland - College Park