Peel Amanda, Sadler Troy D, Friedrichsen Patricia
Learning Sciences Department, Northwestern University, Evanston, IL USA.
Culture, Curriculum and Teacher Education Department, University of North Carolina at Chapel Hill, Chapel Hill, NC USA.
J Sci Educ Technol. 2022;31(4):428-441. doi: 10.1007/s10956-022-09965-0. Epub 2022 May 5.
Computing has become essential in modern-day problem-solving, making computational literacy necessary for practicing scientists and engineers. However, K-12 science education has not reflected this computational shift. Integrating computational thinking (CT) into core science courses is an avenue that can build computational literacies in all students. Integrating CT and science involves using computational tools and methods (including programming) to understand scientific phenomena and solve science-based problems. Integrating CT and science is gaining traction, but widespread implementation is still quite limited. Several barriers have limited the integration and implementation of CT in K-12 science education. Most teachers lack experience with computer science, computing, programming, and CT and therefore are ill-prepared to integrate CT into science courses, leading to low self-efficacy and low confidence in integrating CT. This theoretical paper introduces a novel instructional approach for integrating disciplinary science education with CT using unplugged (computer-free) activities. We have grounded our approach in common computational thinking in STEM frameworks but translate this work into an accessible pedagogical strategy. We begin with an overview and critique of current approaches that integrate CT and science. Next, we introduce the (CT-AE) instructional approach. We then explain how CT-AE is informed by constructionist writing-to-learn science theory. Based on a pilot implementation with student learning outcomes, we discuss connections to existing literature and future directions.
在现代问题解决中，计算已经变得至关重要，这使得计算素养成为实践科学家和工程师所必需的。然而，K-12科学教育尚未反映出这种计算方面的转变。将计算思维（CT）融入核心科学课程是一条可以培养所有学生计算素养的途径。将CT与科学相结合涉及使用计算工具和方法（包括编程）来理解科学现象并解决基于科学的问题。将CT与科学相结合正在获得关注，但广泛实施仍然相当有限。有几个障碍限制了CT在K-12科学教育中的整合与实施。大多数教师缺乏计算机科学、计算、编程和CT方面的经验，因此没有做好将CT融入科学课程的准备，导致在整合CT方面自我效能感低且信心不足。这篇理论论文介绍了一种使用无计算机活动将学科科学教育与CT相结合的新颖教学方法。我们的方法基于STEM框架中常见的计算思维，但将这项工作转化为一种易于理解的教学策略。我们首先对当前整合CT与科学的方法进行概述和批判。接下来，我们介绍（CT-AE）教学方法。然后我们解释CT-AE是如何受建构主义以写促学科学理论启发的。基于对学生学习成果的试点实施，我们讨论与现有文献的联系以及未来方向。
