Computational Thinking to Learn Environmental Sustainability: A Learning Progression

Abstract

Current environmental problems are the primary focus for environmental science students and researchers. Sustainable environmental solutions require interdisciplinary thought processes, which pose difficulty to both students and the public. Computational thinking is an emerging term emphasized by progressive science curricula. Computational thinking and environmental science are both interdisciplinary by nature. Learning about sustainable environmental solutions requires students to partake in computational thinking. These ideas lend toward an expansive learning progression that encourages scaffolded and differentiated student progress in both computational knowledge and environmental knowledge. The learning progression, which emerges from the conceptual framework, emphasizes the spheres of sustainability, research, education, and economic perspectives to support environmental science learning through computational thinking. Computational thinking emphasized by the computational components (input, integration, output, and feedback) support learning about environmental solutions within the learning progression. The learning progression promotes application and implications for educators, students, researchers, and environmental scientists.

Computational thinking through the lens of biological evolution learning: enhancing understanding through the levels of biological organization and computational complexity

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Social robotics in music education: A systematic review

“…The topic of robotics in the educational field is still relatively new, although the human-robot interaction (HRI) derived from its utilization already appears in numerous studies devoted to the achievements of robotics technology (Vlieghe, 2022). The experiences of learning with robots (Diago et al, 2018), as well as the development of the so-called computational thinking (Katai et al, 2021;Chiang et al, 2022;Christensen, 2022;Critten et al, 2022;de Carvalho et al, 2022;Huang and Qiao, 2022;Love et al, 2022), has led to identifying the potential of robots for their use as a new educational resource (Woo et al, 2021). It is what (Han and Jo, 2008), among others, call "robotic learning"-also shortened to "r-Learning.…”

Level of Computational Thinking and Technological Literacy Skills to Improve pre-Service Teacher Learning Innovation

“…In contemporary society, characterized by the prominent role of technology, it is increasingly imperative to possess a profound comprehension of technology and the capacity to engage in computational thinking (Christensen, 2023;Malčík et al, 2023). These skills enable individuals to not only understand technology but also to create new and efficient technological solutions.…”