Science and mathematics are becoming computational endeavors. This fact is reflected in the recently released Next Generation Science Standards and the decision to include "computational thinking" as ...a core scientific practice. With this addition, and the increased presence of computation in mathematics and scientific contexts, a new urgency has come to the challenge of defining computational thinking and providing a theoretical grounding for what form it should take in school science and mathematics classrooms. This paper presents a response to this challenge by proposing a definition of computational thinking for mathematics and science in the form of a taxonomy consisting of four main categories: data practices, modeling and simulation practices, computational problem solving practices, and systems thinking practices. In formulating this taxonomy, we draw on the existing computational thinking literature, interviews with mathematicians and scientists, and exemplary computational thinking instructional materials. This work was undertaken as part of a larger effort to infuse computational thinking into high school science and mathematics auricular materials. In this paper, we argue for the approach of embedding computational thinking in mathematics and science contexts, present the taxonomy, and discuss how we envision the taxonomy being used to bring current educational efforts in line with the increasingly computational nature of modern science and mathematics.
Block-based programming languages are becoming increasingly common in introductory computer science classrooms across the K-12 spectrum. One justification for the use of block-based environments in ...formal educational settings is the idea that the concepts and practices developed using these introductory tools will prepare learners for future computer science learning opportunities. This view is built on the assumption that the attitudinal and conceptual learning gains made while working in the introductory block-based environments will transfer to conventional text-based programming languages. To test this hypothesis, this paper presents the results of a quasi-experimental classroom study in which programming novices spent five-week using either a block-based or text-based programming environment. After five weeks in the introductory tool, students transitioned to Java, a conventional text-based programming language. The study followed students for 10 weeks after the transition. Over the course of the 15-week study, attitudinal and conceptual assessments were administered and student-authored programs were collected. Conceptual learning, attitudinal shifts, and changes in programming practices were analyzed to evaluate how introductory modality impacted learners as they transitioned to a professional, text-based programming language. The findings from this study build on earlier work that found a difference in performance on content assessments after the introductory portion of the study (Weintrop & Wilensky, 2017a). This paper shows the difference in conceptual learning that emerged after five weeks between the block-based and text-based conditions fades after 10 weeks in Java. No differences in programming practices were found between the two conditions while working in Java. Likewise, differences in attitudinal measures that emerged after working in the introductory environments also faded after 10 weeks in Java, resulting in no difference between the conditions after 15 weeks. The contribution of this work is to advance our understanding of the benefits and limits of block-based programming tools in preparing students for future computer science learning. This paper presents the first quasi-experimental study of the transfer of knowledge between block-based and text-based environments in a high school setting. The lack of significant differences between the two introductory programming modalities after learners transition to professional programming languages is discussed along with the implications of these findings for computer science education researchers and educators, as well as for the broader community of researchers studying the role of technology in education.
•Students who learned with a block-based programming environment outperformed peers who used an isomorphic text-based tool.•In transitioning to Java, there was no difference in achievement between learners coming from block-based or text-based tools.•There were no significant differences in attitudes between block-based and text-based learners 10 weeks into learning Java.•A text-based introduction to coding did not engender more successful Java programming practices than a block-based approach.•The modality of the introductory tool (block or text-based) had no effect on student outcomes after 10 weeks of learning Java.
Computational thinking (CT) has the potential to enhance learning when integrated into mathematical classroom activities. Teachers are being asked to include CT concepts in their core disciplines; ...however, there is an open question as to how best to equip teachers to integrate CT into their practice. Oftentimes teacher candidates enter math and science methods courses with emerging ideas of what CT might be but little formal experience with the construct (Yadav et al., 2014). Relatively little is understood about the most effective ways to support candidates’ understanding of CT, and how to support them in integrating CT into disciplinary instruction. In this paper, we describe a novel method of introducing teacher candidates to CT through a five-lesson module within the context of an existing pre-service teacher math and science methods course. We use an Experience First, Formalize Later format inspired by Stats Medic (2018) to help develop teacher candidates’ intuitions around CT primarily through firsthand experience and the roles it can play in their math and science classrooms. This paper presents the instructional materials for this innovative approach for integrating CT into a pre-service mathematics and science methods course. We will also present data from teaching these materials with a cohort of 14 teacher candidates. Collectively, this work contributes a novel strategy for integrating CT into pre-service methods courses and contributes to our understanding of the relationship between CT and the existing disciplines of K-12 math and science, especially as seen by teacher candidates entering the profession.
Block-based programming (BBP) environments have become increasingly commonplace computer science education. Despite a rapidly expanding ecosystem of BBP environments, text-based languages remain the ...dominant programming paradigm, motivating the transition from BBP to text-based programming (TBP). Support students in transitioning from BBP to TBP is an important and open design question. This work identifies 101 unique BBP environments, analyzes the 46 of them and identifies different design approaches used to support the transition to TBP. The contribution of this work is to provide a snapshot of the current state of BBP environments and how they support learners in transitioning to TBP.
Introduction
The foundational practices of Computational Thinking (CT) present an interesting overlap with neurodiversity, specifically with differences in executive function (EF). An analysis of CT ...teaching and learning materials designed for differentiation and support of EF show promise to reveal problem-solving strengths of neurodivergent learners.
Methods
To examine this potential, studies were conducted using a computer-supported, inclusive, and highly interactive learning program named INFACT that was designed with the hypothesis that all students, including neurodivergent learners, will excel in problem solving when it is structured through a variety of CT activities (including games, puzzles, robotics, coding, and physical activities) and supported with EF scaffolds. The INFACT materials were used in 12 treatment classrooms in grades 3–5 for at least 10 h of implementation. Pre-post assessments of CT were administered to treatment classes as well as 12 comparison classes that used 10 h of other CT teaching and learning materials. EF screeners were also used with all classes to disaggregate student results by quartile of EF.
Findings
Students using INFACT materials showed a significant improvement in CT learning as compared to comparison classes. Students with EF scores in the lower third of the sample showed the greatest improvement.
Discussion
This study shows promising evidence that differentiated activities with EF scaffolds situated across several contexts (e.g., games, puzzles, physical activities, robotics, coding) promote effective CT learning in grades 3–5.
This paper argues for a re‐examination of the nature and goals of broad computing education initiatives. Instead of starting with specific values or goals, we instead begin by considering various ...desired endpoints of computing instruction and then work backward to reason about what form learning activities might take and what are the underlying values and principles that support learners in reaching these endpoints. The result of this exercise is a push for rethinking the form of contemporary computing education with an eye toward more diverse, equitable and meaningful endpoints. With a focus on the role that constructionist‐focused pedagogies and designs can play in supporting these endpoints, we examine four distinct cases and the endpoints they support. This paper is not intended to encompass all the possible alternate endpoints for computer science education; rather, this work seeks to start a conversation around the nature of and need for alternate endpoints, as a means to re‐evaluate the current tools and curricula to prepare learners for a future of active and empowered computing‐literate citizens.
Practitioner notes
What is already known about this topic
There is a growing call for computing education to be a core educational component.
Computing education traditionally has a narrow goal of training people for programming jobs.
Computing education fails to connect with students underrepresented in STEM.
What this paper adds
An argument for why we need more and diverse endpoints to computing education.
That many possible endpoints for computing education can be more inclusive, just and equitable than software engineering.
Constructionism is a particularly useful paradigm for approaching and supporting alternate endpoints.
Implications for practice and policy
Helps reframe the goals of computing education, to truly be “for all.”
Provides a set of cases for how this reframing can be achieved.
Gives policy new lenses for understanding, evaluating and implementing computing education.
Methodological innovations across social sciences are opening new avenues for conducting research designed to address real-world challenges. The benefits of utilizing the Design-Based Implementation ...Research (DBIR) approach in public libraries to resolve a persistent problem of practice, a lack of assessment tools to evaluate youth Computational Thinking (CT) programs, is demonstrated. Findings from a three-year, three-phased study utilizing the DBIR approach to design and implement a suite of assessment tools to assess CT programming in public libraries are presented. Guided by the four principles of the DBIR approach, this research produced new knowledge, including identifying CT program outcomes, challenges, and recommendations for designing and implementing assessment tools to measure the impact of public libraries' CT programming. Findings underscore the DBIR approach as a strategy for engaging with practitioners and helping shift their perspectives by resolving practice problems and facilitating the design of sustainable solutions.
•The Design-Based Implementation Research approach highlighted library staff needs by seeking sustainable solutions.•Participating in Computational Thinking (CT) assessment design led staff to focus on learning outcomes.•Involving multiple stakeholders yielded a broad understanding of CT outcomes, challenges, and programmatic needs.•Iterating with library staff allowed staff to shape the assessment tools to fit their needs.
Computer science (CS) is becoming an increasingly diverse domain. This paper reports on an initiative designed to introduce underrepresented populations to computing using an eclectic, multifaceted ...approach. As part of a yearlong computing course, students engage in Maker activities, participatory simulations, and computing projects that foreground the social and collaborative aspects of CS. Collectively, these activities are designed to introduce learners to the growing diversity of what CS looks like in the 21st century. This paper lays out the practical and theoretical motivations for the Computational Thinking for Girls (CT4G) project, specifically highlighting the use of Making through physical and social computing as ways to engage students in CS. A snapshot of one activity from the program is provided-Wearing the Web-in which students use open-hardware programmable badges to explore the underlying structure and technology that enables the Internet. Data from the first year of the CT4G program are presented to show the positive effects that this diverse introduction to CS is having on the students with respect to their attitudes toward CS.
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