Programming Science as Mathematizing: A Yearlong Developmental Study for Integrating Programming Into Science Curriculum

• In Event: 66.067 - Learning Sciences: Processes of Learning and Interaction in Context

Abstract

Given the recent emphasis to integrate computational thinking in K12 curricula, researchers have begun to focus on integrating computational programming and modeling in K12 science curricula (Repenning 2013; Sengupta et al., 2013). We extend this research significantly by presenting results from the first long-term microgenetic study where 1) programming was integrated into existing elementary science curricula and 2) lessons were taught by the classroom teacher. Our study shows that the integration of programming with scientific modeling can be supported by the development of socio-mathematical norms (Cobb, Wood & Yackel, 1993). To this end, we present an investigation of the co-development of children’s computational thinking and scientific modeling, and how it was shaped through the development of socio-mathematical norms.

Authors

• Amanda Catherine Dickes, Vanderbilt University

• Cherifa Ghassoul

• Emily K. Brutcher, Vanderbilt University - Peabody College

• Amy Voss Farris, Vanderbilt University, Peabody College, Department of Teaching and Learning

• Pratim Sengupta, Vanderbilt University