How Preservice Teachers Demonstrate Computational Thinking While Modifying Simulations of Vaccination and Disease Transmission

• In Event: AERA Poster Session 14
  In Poster Session: Advanced Technology and Learning Poster Session

Abstract

This case study reports on 21 preservice teachers’ efforts to engage in computational thinking through modifying models about disease transfer in populations. Participants worked in small groups to use an agent-based model about disease transmission and plan modifications based on a design-task. Models were photographed and presentations were video recorded, transcribed, and coded for instances of computational thinking according to Grover and Pea’s (2013) list of nine elements of computational thinking. Findings show that preservice teachers can engage in computational thinking by generating rule sets (conditional thinking), generalizing agent classes (abstraction); and breaking the problem into smaller pieces (problem decomposition). Results suggest that drawing is a strategy for building teacher capacity to engage in computational thinking about complex phenomena.

Authors

• Maximilian Sherard, The University of Texas at Austin

• Anthony J. Petrosino, Southern Methodist University