Leveraging Computational Thinking for Inquiry-Based Education in the Social Studies

• In Event: Technology, Robotics, and Computational Thinking for Learning

Abstract

The inquiry design model (IDM) of the C3 Framework provides an instructional approach for shifting instruction to inquiry and testing to assessment. Findings from this study suggest that, by focusing on computational thinking as the theoretical framework for integrating inquiry, teachers can support students in evaluating evidence and completing performance tasks.

Authors

• Meghan McGlinn Manfra, North Carolina State University

• Thomas C. Hammond, Lehigh University

• Julie Oltman, Lehigh University