Computational thinking beyond coding: exploring student computational practices while playing and modifying a socio-scientific simulation game with integrated computational tools.
Saved in:
| Title: | Computational thinking beyond coding: exploring student computational practices while playing and modifying a socio-scientific simulation game with integrated computational tools. |
|---|---|
| Authors: | Grizioti, Marianthi (AUTHOR) |
| Source: | Educational Technology Research & Development. Aug2025, Vol. 73 Issue 4, p2251-2278. 28p. |
| Subjects: | Middle school students, Data editing, Simulation methods in education, Simulation methods & models, Critical thinking, Digital literacy, Visual programming (Computer science) |
| Abstract: | Recently scientists have underscored a significant mismatch between the latest theoretical Computational Thinking conceptualizations as an upcoming literacy that goes beyond computer science, and its operationalizations in current empirical research and designs, which are limited to coding-centred and domain-specific tools and approaches. To achieve an integrated computational literacy CT research must study new approaches that from the one side utilize multiple computational tools beyond traditional programming, such as databases and modelling tools, and from the other side employ CT for dealing with both the scientific and the societal aspects of real-world problems. To this end, this article explores the development of 16 middle school students' computational thinking practices as they collaboratively play and modify the socio-scientific simulation game "CT-Chef" with three interconnected affordances, i.e., map design, data editing and block-based programming, in "ChoiCo" environment. The in-depth thematic analysis of students' interactions throughout the activities, revealed new, system and data related, dimensions of known CT practices that have not yet been explored or detected in traditional programming-centred approaches. Moreover, the results showed that the progressive transition of student roles from players to designers enabled the development of abstract reasoning about the simulation game system. Finally, as designers of the socio-scientific game content, students questioned, discussed and modified the subjective societal values and possible biases behind the simulation. Based on the findings, the article discusses a framework of three axes, i.e., computational tools, engagement process and content, for utilizing CT in socio-scientific contexts. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Technology Research & Development 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: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 188048998 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Computational thinking beyond coding: exploring student computational practices while playing and modifying a socio-scientific simulation game with integrated computational tools. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Grizioti%2C+Marianthi%22">Grizioti, Marianthi</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Technology+Research+%26+Development%22">Educational Technology Research & Development</searchLink>. Aug2025, Vol. 73 Issue 4, p2251-2278. 28p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Middle+school+students%22">Middle school students</searchLink><br /><searchLink fieldCode="DE" term="%22Data+editing%22">Data editing</searchLink><br /><searchLink fieldCode="DE" term="%22Simulation+methods+in+education%22">Simulation methods in education</searchLink><br /><searchLink fieldCode="DE" term="%22Simulation+methods+%26+models%22">Simulation methods & models</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+programming+%28Computer+science%29%22">Visual programming (Computer science)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Recently scientists have underscored a significant mismatch between the latest theoretical Computational Thinking conceptualizations as an upcoming literacy that goes beyond computer science, and its operationalizations in current empirical research and designs, which are limited to coding-centred and domain-specific tools and approaches. To achieve an integrated computational literacy CT research must study new approaches that from the one side utilize multiple computational tools beyond traditional programming, such as databases and modelling tools, and from the other side employ CT for dealing with both the scientific and the societal aspects of real-world problems. To this end, this article explores the development of 16 middle school students' computational thinking practices as they collaboratively play and modify the socio-scientific simulation game "CT-Chef" with three interconnected affordances, i.e., map design, data editing and block-based programming, in "ChoiCo" environment. The in-depth thematic analysis of students' interactions throughout the activities, revealed new, system and data related, dimensions of known CT practices that have not yet been explored or detected in traditional programming-centred approaches. Moreover, the results showed that the progressive transition of student roles from players to designers enabled the development of abstract reasoning about the simulation game system. Finally, as designers of the socio-scientific game content, students questioned, discussed and modified the subjective societal values and possible biases behind the simulation. Based on the findings, the article discusses a framework of three axes, i.e., computational tools, engagement process and content, for utilizing CT in socio-scientific contexts. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Technology Research & Development 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=pbh&AN=188048998 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11423-025-10477-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 2251 Subjects: – SubjectFull: Middle school students Type: general – SubjectFull: Data editing Type: general – SubjectFull: Simulation methods in education Type: general – SubjectFull: Simulation methods & models Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Digital literacy Type: general – SubjectFull: Visual programming (Computer science) Type: general Titles: – TitleFull: Computational thinking beyond coding: exploring student computational practices while playing and modifying a socio-scientific simulation game with integrated computational tools. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Grizioti, Marianthi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10421629 Numbering: – Type: volume Value: 73 – Type: issue Value: 4 Titles: – TitleFull: Educational Technology Research & Development Type: main |
| ResultId | 1 |
