Student Perceptions of Computational Thinking Practices in a CT-Integrated Environmental Science Unit

• In Event: AERA Poster Session 1
  In Poster Session: Computational Thinking and the Learner and Educator Experience (San Diego)

Abstract

Integrating computational thinking into science curriculum can deepen learning of science content and broaden participation in CT fields. This study uses a taxonomy of CT practices in STEM to frame the iterative design of an environmental science unit. The investigation focused on student perceptions of the CT-integrated unit to better inform the next iteration of this unit. On average, students’ attitudes shifted negatively after the unit, but students differ in their perceptions of coding. From an iterative design perspective, we need to understand these perspectives to revise the lesson. Since students’ perceptions shape their engagement and interest in continuing in computing-related endeavors, it is important to support comfort and confidence. Potential reasons for attitudinal shifts and implications are discussed.

Authors

• Lexie Zhao, Northwestern University

• Amanda Peel, Northwestern University

• Uri J. Wilensky, Northwestern University

• Michael S. Horn, Northwestern University