Boom. Bust. Build.

Autor/inn/en	Kite, Vance; Park, Soonhye
Titel	Boom. Bust. Build.
Quelle	In: Science Teacher, 85 (2018) 3, S.22-28 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Active Learning; Student Projects; Computer Literacy; Urban Renewal; Taxonomy; Environmental Education; Scientific Concepts; Formative Evaluation; Summative Evaluation; Teaching Methods; High School Students + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; Computerkenntnisse; Stadtsanierung; Taxonomie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	In 2006 Jeanette Wing, a professor of computer science at Carnegie Mellon University, proposed computational thinking (CT) as a literacy just as important as reading, writing, and mathematics. Wing defined CT as a set of skills and strategies computer scientists use to solve complex, computational problems (Wing 2006). The computer science and education research communities, along with the authors of the "Next Generation Science Standards" (NGSS Lead States 2013; see box, p. 28), agree that CT is essential for students' successful participation in today's economy To help teachers incorporate CT into their classrooms, David Weintrop and his colleagues (2016) proposed the Computational Thinking in Mathematics and Science Taxonomy (Figure 1). In an effort to move CT beyond the computer lab and into the mathematics and science classrooms, their framework proposes 22 CT practices divided into four categories. This article describes a project that incorporates many of the practices outlined in their broad view of computational thinking. The Boom. Bust. Build. project employs a project-based learning (PBL) approach (Krajcik and Blumenfeld 2006) to teach computational thinking and NGSS-aligned environmental science concepts through redevelopment of a fictional city. The project is student-centered, collaborative, authentic, includes student choice and autonomy, and could be made interdisciplinary through collaboration with civics and economics classes (Knoll 1997). Furthermore, teachers serve as facilitators and guides rather than driving the process. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01