Thinking Big: Using computational thinking for data practices in high school science.
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| Title: | Thinking Big: Using computational thinking for data practices in high school science. |
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| Authors: | BURTON, ERIN PETERS1 epeters1@gmu.edu, RICH, PETER2, CLEARY, TIMOTHY3, BURTON, STEPHEN4, KITSANTAS, ANASTASIA1, EGAN, GARRETT5, ELLSWORTH, JORDAN2 |
| Source: | Science Teacher. Feb2020, Vol. 87 Issue 6, p30-36. 7p. |
| Subject Terms: | *High schools, *Metadata, Acquisition of data, Data |
| Abstract: | Blending CT practices with data practices can provide students with a metacognitive guide for making decisions while engaged in scientific investigations. Based on an analysis of CT and data practices, we hypothesize that different combinations of CT practices are well-aligned or fit naturally with different data practices. The questions are organized by data practice and then by computational thinking for each data practice. By asking these CT questions about data practices, students can be more metacognitive about why they make the choices they make in their data practices. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | Blending CT practices with data practices can provide students with a metacognitive guide for making decisions while engaged in scientific investigations. Based on an analysis of CT and data practices, we hypothesize that different combinations of CT practices are well-aligned or fit naturally with different data practices. The questions are organized by data practice and then by computational thinking for each data practice. By asking these CT questions about data practices, students can be more metacognitive about why they make the choices they make in their data practices. [Extracted from the article] |
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| ISSN: | 00368555 |
| DOI: | 10.1080/00368555.2020.12293504 |
