Dispositions and Mindset in Computation-Integrated Physics (Poster 2)

• In Event: AERA Poster Session 4
  In Poster Session: Division C Section 1D: Science Poster Session 1 (San Diego)

Abstract

High school science classrooms broadly are integrating computation into their approach to teaching science. There is wide agreement on the importance of teaching computational thinking (CT) practices in these settings, but little research has focused on the dispositions that students can develop that support the development of CT practices. Drawing from a newly theorized framework on CT dispositions and the well-established theory of mindset, we investigate how students in a computation-integrated high school physics class take up dispositions and mindset, and we examine connections between these theories in our data. We intend to help researchers and practitioners identify students' dispositions in order to provide opportunities for their students to better develop dispositions and more productively engage with computation-integrated science.

Authors

• Patti C Hamerski, Oregon State University

• Daryl McPadden, Michigan State University

• Marcos Caballero, Michigan State University

• Paul W Irving, Michigan State University and CREATE for STEM Institute (MSU)