Using Fifth-Grade Educative Curriculum Materials That Integrate Computational Thinking and Modeling Into Next Generation Science Standards–Aligned Instruction

• In Event: Curriculum as a Means of Improving Teaching

Abstract

This descriptive case study addressed how two teachers used computational thinking and modeling (CTM) educative features of a yearlong fifth-grade curriculum aligned to the Next Generation Science Standards (NGSS). Specifically, the study examined how frequently two fifth-grade teachers used the CTM educative features over the year, and to what extent their use of the CTM educative features promoted NGSS-aligned instruction. Overall, the two teachers used the CTM educative features frequently, although the pattern of use over the year differed across features. Even though the educative features were designed to support the CTM component of the curriculum, we found that whereas some features mainly supported programming, the use of other features directly promoted NGSS-aligned instruction.

Authors

• Alison Marie Haas, New York University

• Okhee Lee, New York University

• Lorena Llosa, New York University

• Corey Brady, Vanderbilt University