View in EDS HTML Full Text PDF Full Text

Modeling and Measuring High School Students' Computational Thinking Practices in Science.

Saved in:
Bibliographic Details
Title: Modeling and Measuring High School Students' Computational Thinking Practices in Science.
Authors: Arastoopour Irgens, Golnaz1 (AUTHOR) garasto@clemson.edu, Dabholkar, Sugat2 (AUTHOR), Bain, Connor2 (AUTHOR), Woods, Philip2 (AUTHOR), Hall, Kevin2 (AUTHOR), Swanson, Hillary2 (AUTHOR), Horn, Michael2 (AUTHOR), Wilensky, Uri2 (AUTHOR)
Source: Journal of Science Education & Technology. Feb2020, Vol. 29 Issue 1, p137-161. 25p. 4 Diagrams, 9 Charts, 11 Graphs.
Subject Terms: *High school students, *High school curriculum, *STEM education, *Community education, Computational biology
Abstract: Despite STEM education communities recognizing the importance of integrating computational thinking (CT) into high school curricula, computation still remains a separate area of study in K-12 contexts. In addition, much of the research on CT has focused on creating generally agreed-upon definitions and curricula, but few studies have empirically tested assessments or used contemporary learning sciences methods to do so. In this paper, we outline the implementation of an assessment approach for a 10-day high school biology unit with computational thinking activities that examines student pre-post responses as well as responses to embedded assessments throughout the unit. Using pre-post scores, we identified students with both positive and negative gains and examined how each group's CT practices developed as they engaged with the curricular unit. Our results show that (1) students exhibited science and computational learning gains after engaging with a science unit with computational models and (2) that the use of embedded assessments and discourse analytics tools reveals how students think differently with computational tools throughout the unit. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Science Education & Technology is the property of Springer Nature 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
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 142040986
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Modeling and Measuring High School Students' Computational Thinking Practices in Science.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Arastoopour+Irgens%2C+Golnaz%22">Arastoopour Irgens, Golnaz</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> garasto@clemson.edu</i><br /><searchLink fieldCode="AR" term="%22Dabholkar%2C+Sugat%22">Dabholkar, Sugat</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bain%2C+Connor%22">Bain, Connor</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Woods%2C+Philip%22">Woods, Philip</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hall%2C+Kevin%22">Hall, Kevin</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Swanson%2C+Hillary%22">Swanson, Hillary</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Horn%2C+Michael%22">Horn, Michael</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wilensky%2C+Uri%22">Wilensky, Uri</searchLink><relatesTo>2</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Education+%26+Technology%22">Journal of Science Education & Technology</searchLink>. Feb2020, Vol. 29 Issue 1, p137-161. 25p. 4 Diagrams, 9 Charts, 11 Graphs.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+curriculum%22">High school curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Community+education%22">Community education</searchLink><br /><searchLink fieldCode="DE" term="%22Computational+biology%22">Computational biology</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Despite STEM education communities recognizing the importance of integrating computational thinking (CT) into high school curricula, computation still remains a separate area of study in K-12 contexts. In addition, much of the research on CT has focused on creating generally agreed-upon definitions and curricula, but few studies have empirically tested assessments or used contemporary learning sciences methods to do so. In this paper, we outline the implementation of an assessment approach for a 10-day high school biology unit with computational thinking activities that examines student pre-post responses as well as responses to embedded assessments throughout the unit. Using pre-post scores, we identified students with both positive and negative gains and examined how each group's CT practices developed as they engaged with the curricular unit. Our results show that (1) students exhibited science and computational learning gains after engaging with a science unit with computational models and (2) that the use of embedded assessments and discourse analytics tools reveals how students think differently with computational tools throughout the unit. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Science Education & Technology is the property of Springer Nature 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=142040986
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10956-020-09811-1
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 137
    Subjects:
      – SubjectFull: High school students
        Type: general
      – SubjectFull: High school curriculum
        Type: general
      – SubjectFull: STEM education
        Type: general
      – SubjectFull: Community education
        Type: general
      – SubjectFull: Computational biology
        Type: general
    Titles:
      – TitleFull: Modeling and Measuring High School Students' Computational Thinking Practices in Science.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Arastoopour Irgens, Golnaz
      – PersonEntity:
          Name:
            NameFull: Dabholkar, Sugat
      – PersonEntity:
          Name:
            NameFull: Bain, Connor
      – PersonEntity:
          Name:
            NameFull: Woods, Philip
      – PersonEntity:
          Name:
            NameFull: Hall, Kevin
      – PersonEntity:
          Name:
            NameFull: Swanson, Hillary
      – PersonEntity:
          Name:
            NameFull: Horn, Michael
      – PersonEntity:
          Name:
            NameFull: Wilensky, Uri
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Text: Feb2020
              Type: published
              Y: 2020
          Identifiers:
            – Type: issn-print
              Value: 10590145
          Numbering:
            – Type: volume
              Value: 29
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Science Education & Technology
              Type: main
ResultId 1