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Designing a Computational Modeling Unit for Middle-Grades Science Classrooms: Grounding Decisions in Practice

Tue, April 9, 8:00 to 9:30am, Metro Toronto Convention Centre, Floor: 200 Level, Room 205A

Abstract

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.

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