How Teachers Integrated Computational Thinking Into Science and Math Co-Designed Curricular Units (Poster 31)

• In Event: AERA Poster Session Thirteen
  In Poster Session: Learning Sciences SIG Poster Session One: Games, Embodiment, Design, and Computational Thinking

Abstract

Computing is becoming essential to STEM practice, innovation, and discovery. To integrate computational thinking into core science and math courses, teachers need to learn about CT-STEM and develop curricular resources that fit their classroom needs. This proposal investigates units co-designed by 10 teacher/researcher teams after a four-week professional development institute focused on developing CT-STEM knowledge and curricula. Results indicate teachers were able to integrate the full range of CT-STEM practices within their co-designed curricular units to varying extents. Computational modeling was the most integrated practices, while computational problem-solving practices were integrated the least. A comparison across biology, chemistry, physics, and statistics units is presented, and implications are discussed.

Authors

• Amanda Peel, New Mexico State University
  Presenting Author

• Delan Hao, Northwestern University
  Non-Presenting Author

• Michael S. Horn, Northwestern University
  Non-Presenting Author

• Uri J. Wilensky, Northwestern University
  Non-Presenting Author