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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.
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]
Copyright of Science Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Science+Teacher%22">Science Teacher</searchLink>. Feb2020, Vol. 87 Issue 6, p30-36. 7p.
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  Data: 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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  Data: <i>Copyright of Science Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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