A Technology-Mediated Co-Design Approach for Integrating Computational Thinking in a Science Classroom

• In Event: Advanced Technologies for Learning SIG Individual Paper Session

Abstract

Integrating computational thinking (CT) activities in the K-12 science curriculum can be an effective way to engage students in learning contemporary science practices. However, this requires designing effective CT-integrated curricula and supporting teachers in adopting new teaching practices. We argue for involving teachers as partners for co-designing such a curriculum to increase their ownership and engagement in crafting effective pedagogical practices. We present a qualitative analysis of the involvement of a science teacher in the co-design process who participated in a Design-Based Implementation Research project. We discuss how the underlying technological platform mediated an increase in her involvement and the changes in her classroom practice. Findings yield implications for how best to support teachers in curricular CT-integration.

Authors

• Sugat Dabholkar, Northwestern University

• Michael S. Horn, Northwestern University

• Uri J. Wilensky, Northwestern University