Fostering computational literacy in science classrooms

Wilensky, Uri; Brady, Conor; Horn, Michael

doi:10.1145/2633031

Cited by 118 publications

(39 citation statements)

References 3 publications

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“…Computational thinking promotes activities that are central to expertise in mathematics and science, including abstraction, problem decomposition, prediction, and iterative, recursive thinking and error detection (Barr et al 2011;Grover and Pea 2013;Sengupta et al 2013). Research indicates that computational thinking is fundamentally beneficial for students' academic performance in the STEM classroom (Grover and Pea 2013;National Research Council 2011;Wilensky et al 2014).…”

Section: Introductionmentioning

confidence: 99%

Developing an Integrative STEM Curriculum for Robotics Education Through Educational Design Research

et al. 2017

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This paper presents an integrative standards-based STEM curriculum that uses robots to develop students' computational thinking. The need for the project is rooted in both the overall lack of existing materials as well as the need for materials that directly address specific STEM standards in an integrative fashion. The paper details the first mesocycle of an educational design research project (EDR) in which a robust theoretical framework was created to support the development of a 2-week series of robotics lessons. Analysis of evaluation data from 5 fifth-grade teachers and their students revealed that the integrative curriculum supported student problem solving and teacher practices that supported cognitive demand. Implications for research, design, and instruction are discussed.

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Section: Introductionmentioning

confidence: 99%

Developing an Integrative STEM Curriculum for Robotics Education Through Educational Design Research

et al. 2017

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“…By doing so, we aim to foster computational literacy among students who are not supposed to develop this kind of skills in depth. Following the recommendations in Disessa (2001) and Wilensky et al (2014), we advocate to introduce computational literacy through economics, business and finance classes rather than restrict these skills to science and engineering programs.…”

Section: Coding Oriented Learning In Economics Business and Financementioning

confidence: 99%

Aprendizaje orientado a la programación en economía, negocios y finanzas

Salas‐Molina

Pla‐Santamaria

2018

Model. Sci. Educ. Learn.

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As the relationship between both students (teachers) and information technology evolves, new tools are required to improve learning (teaching) in social sciences. Economics, business and finance are mainly based on data and dealing with data requires specific skills and techniques such as computer programming in order to get full potential of most quantitative models. In this paper, we propose a coding oriented learning method based on Python Notebooks which is specifically designed for students of degrees in economics, business and finance. We follow a learning-by-doing strategy that encourages students to implement economic models as a suitable way to improve the understanding of fundamental concepts. As an illustrative example, we also describe a case study in which Python Notebooks are the key tool to teach cash management in a Master in Business Administration program. Since students of today are the decision-makers of tomorrow, a further advantage of the use of a programming language as a teaching tool is the possibility to connect theory to practice by enabling students to implement their own decision support tools. La evolución entre la relación entre los estudiantes (profesores) y la tecnología de la información, requiere nuevas herramientas para mejorar el aprendizaje (enseñanza) en las ciencias sociales. La economía, los negocios y las finanzas se basan principalmente en los datos y el tratamiento de los datos requiere habilidades y técnicas específicas, como la programación informática, para aprovechar al máximo el potencial de la mayoría de los modelos cuantitativos. En este documento, proponemos un método de aprendizaje orientado a la programación basado en Python Notebooks, que está diseñado específicamente para estudiantes de títulos en economía, negocios y finanzas. Nuestra estrategia de aprendizaje es eminentemente práctica motivando a los estudiantes a implementar modelos económicos como una forma adecuada de mejorar la comprensión de los conceptos fundamentales. Como ejemplo ilustrativo, también describimos un estudio de caso en el que Python Notebooks es la herramienta clave para enseñar gestión de efectivo en un programa de Máster en Administración de Empresas. Dado que los estudiantes de hoy son los que toman las decisiones del mañana, una ventaja adicional del uso de un lenguaje de programación como herramienta de enseñanza es la posibilidad de conectar la teoría con la práctica al permitir a los estudiantes implementar sus propias herramientas de apoyo a la decisión.

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“…Advocates of the interdisciplinary approach argue that it can expose a larger diversity of students to computing, since science and mathematics courses are core curricular subjects [31] whereas elective Computer Science courses typically serve students that disproportionately identify as White and male [16]. Additionally, mathematics, the sciences, and nearly every other subject is increasingly computationally-driven [2,6].…”

Section: Introductionmentioning

confidence: 99%

Understanding Student Collaboration in Interdisciplinary Computing Activities

Deitrick

Wilkerson

Simoneau

2017

Proceedings of the 2017 ACM Conference on International Computing Education Research

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TitleUnderstanding student collaboration in interdisciplinary computing activities ABSTRACTMany students are introduced to computing through its infusion into other school subjects. Advocates argue this approach can deepen learning and broaden who is exposed to computing. In many cases, such interdisciplinary activities are student-driven and collaborative. is requires students to balance multiple learning goals and leverage knowledge across subjects. When working in groups, students must also negotiate this balance with peers based on their collective expertise.Balance and negotiation, however, are not always easy. is paper presents data from a project to infuse computing into high school statistics using the R programming language. We analyze multiple episodes of video data from two pairs of students as they negotiated (1) the statistics and computing goals of an activity, (2) the knowledge needed to meet those goals, and (3) whose expertise can help achieve those goals. One pair consistently reached agreement along these dimensions, and engaged productively with both subject ma er and computing. e other pair did not reach agreement, and struggled to accomplish their tasks. is work provides examples of productive and unproductive interdisciplinary computing collaborations, and contributes tools to study them. CCS CONCEPTS•Human-centered computing →Collaborative and social computing design and evaluation methods; Empirical studies in collaborative and social computing; •Social and professional topics →K-12 education; Computer science education;

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Fostering computational literacy in science classrooms

Abstract: An agent-based approach to integrating computing in secondary-school science courses.

Cited by 118 publications

References 3 publications

Developing an Integrative STEM Curriculum for Robotics Education Through Educational Design Research

Developing an Integrative STEM Curriculum for Robotics Education Through Educational Design Research

Aprendizaje orientado a la programación en economía, negocios y finanzas

Understanding Student Collaboration in Interdisciplinary Computing Activities

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