Unfolding the Curriculum: Physical Computing, Computational Thinking and Computational Experiment in STEM’s Transdisciplinary Approach

Abstract

The aim of the present article is to analyze the relation of physical computing with the computational thinking dimensions and the transdisciplinary approach of STEM epistemology in inquiry-based learning environments, when the methodology of the computational experiment is implemented. We argue that computational science and computational experiment can be applied in connection with STEM epistemology, when physical computing activities are embedded in the curriculum for Higher Education students. In order to implement this connection, we present software applications that combine algorithms and physical computing. We believe that engaging students through their existing STEM courses in physical computing - in the form of the computational experiment methodology- is a strategy that is much more likely to succeed in increasing the interest and appeal of STEM epistemology. Different learning modules were designed, which covered the combination of easy java simulations (Ejs) with Arduino and Raspberry pi.

Digital Tools, Technologies, and Learning Methodologies for Education 4.0 Frameworks: A STEM Oriented Survey

“…• The combination of mathematical thinking and engineering techniques. • The computational way of thinking that results in ideas Along with the key features, CT fundamental dimensions include [140]…”

“…The dynamics of physical computing with open hardware can provide to the instructor the ability to design his/her own remote experiments, and customize robotic mechanisms according to needs. To this end, the design and development of custom remote lab mechanism relies within the computational thinking and STEM Epistemology framework, according to [139]- [145], as the process follows the model of Technical Planning (TP).…”