Computational Thinking Integration into Science Classrooms: Example of Digestive System

Autor/inn/en	Arik, Merve; Topçu, Mustafa Sami
Titel	Computational Thinking Integration into Science Classrooms: Example of Digestive System
Quelle	In: Journal of Science Education and Technology, 31 (2022) 1, S.99-115 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arik, Merve)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-021-09934-z
Schlagwörter	Computation; Thinking Skills; Science Process Skills; Science Education; Science Instruction; Teaching Methods; Biochemistry; Instructional Effectiveness; Scores; Models; Scientific Concepts; Human Body + Suchen Sie Ihr Suchwort? Denkfähigkeit; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Biochemie; Unterrichtserfolg; Analogiemodell; Menschlicher Körper
Abstract	Studies maintain that computational thinking (CT) is associated with science content and scientific processes as well as with many disciplines. It is thought that designing teaching processes in which science and CT processes take place together makes science learning more meaningful. With this in mind, in this study, the researchers integrated unplugged CT practices into the subject of digestive system to provide an example, and analyzed the effect of this integration on learning through students' model-based explanations by comparing it with the traditional teaching. The findings reveal that in the teaching processes that were designed based on CT practices, the total scores of the students' model-based explanations were significantly higher compared to the traditional approach. When the researchers analyzed the model-based explanations under different sub-features, it was found that this difference was mostly related to sequence and explanatory process sub-features. This reinforces the idea that CT is effective on learning complex and difficult content. Students can reflect their relational and conditional thinking, and thinking in levels practices they perform via CT activities to their scientific models and science content explanations. We believe that these findings will contribute to the scholarship on CT and science integration, which is a trending topic in the literature, and will offer insights to researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01