Analysis of Teachers' Involvement in Co-Design and Implementation of Computational Thinking Integrated Biology Units

• In Event: Investigations in the Context of STEM-Based Instruction

Abstract

There is a clear need to integrate computational thinking into science classrooms to better reflect the computational nature of STEM disciplines and to deepen learning of math and science. Our team has worked with high school teachers to co-design and implement biology units with integrated computational tools and methods. We present an analysis of teachers’ involvement in co-design, their roles in classrooms during the implementations, and their perceptions of students’ learning. We use a model of professional growth to discuss teachers’ involvement in co-design and implementation of a CT integrated biology unit. Teachers followed similar pathways of professional growth, but their participation and perceptions varied. Results and implications are discussed.

Authors

• Sugat Dabholkar, Northwestern University

• Amanda Peel, Northwestern University

• Gabriella Anton, Northwestern University

• Michael S. Horn, Northwestern University

• Uri J. Wilensky, Northwestern University