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Session Type: Paper Session
Focused on computational modeling and thinking, this session comprises strategies for equipping pre-service teachers with CT skills, explores the structural relationships between learner affective factors, computational thinking and problem-solving in higher education, and college students' use of search engines and social media. In the K-8 context, the impact of cognitive disequilibrium on students' conceptual change is examined, and a curriculum at the intersection of computational thinking and scientific modeling is tested.
A Mixed-Methods Investigation on Preservice Teachers' Understanding and Dispositions Toward Computational Thinking in K–8 Classrooms - Hui Yang, University of Delaware; Chrystalla Mouza, University of Delaware
An Exploration of the Role of Affective Factors on Computational Thinking and Problem Solving - Henry (Hyunchang) Moon, Texas Tech University; Jongpil Cheon, Texas Tech University; Kyungbin Kwon, Indiana University - Bloomington
Student Beliefs About Information Literacy Skills: Search Engines, Social Media, and Assessing Accuracy - Vanessa Paz Dennen, The Florida State University; Lauren Bagdy, University of Georgia; Yujin Park, Florida State University
Cognitive Disequilibrium and Views of Nature of Science in a Middle School Activity on Computational Modeling Paleontology - Wenjing Luo, University of Florida; Pasha Antonenko, University of Florida; Tredina Sheppard, University of Florida; Victor Perez, University of Florida; Aaron Wood, Iowa State University; Bruce MacFadden, University of Florida; Claudia Grant
Impact of a Blended Immersive and Computational Modeling Tool on Elementary Ecosystems Science Learning - Shari J. Metcalf, Harvard University; Amanda Catherine Dickes, Gulf of Maine Research Institute; Joseph M. Reilly, Harvard University; Amy M. Kamarainen, Harvard Graduate School of Education; Soobin Jeon, Harvard University; Karen A. Brennan, Harvard University; Tina A. Grotzer, Harvard University; Christopher J. Dede, Harvard University