Search
Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Search Tips
Annual Meeting Registraion, Housing and Travel
Personal Schedule
Sign In
This design case chronicles the efforts of an interdisciplinary team of researchers as they collaborated with middle grades science teachers and students to build and refine an instructional unit that integrates scientific modeling and computational thinking practices with life sciences content. The paper aims to illustrate the entire process including motivations for the curricular design, initial design decisions based on contextual constraints, and iterative cycles of refinement as they were informed by collaborative reflexive practice following a series of classroom implementations. The study offers implications for K-12 researchers and instructional designers seeking to work within real-word education environments to design and develop curricula enabling students to engage in authentic scientific problem solving and computational practices.
Jennifer K Houchins, North Carolina State University
Danielle Cadieux Boulden, North Carolina State University
Bita Akram, North Carolina State University
Eric N. Wiebe, North Carolina State University
Veronica Catete, North Carolina State University
Yihuan Dong
Nick Lytle
Alex Milliken
Tiffany Barnes
James Lester, North Carolina State University
Bradford Mott, North Carolina State University
Kristy E Boyer