Promote Computational Thinking of Middle-School Students through SPARC-Integrated Science Instruction

Autor/inn/en	Wang, Jianlan; Zhang, Yuanlin; Jones, Arthur; Eckel, Rory; Hawkins, Joshua; Musslewhite, Darrel
Titel	Promote Computational Thinking of Middle-School Students through SPARC-Integrated Science Instruction
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 41 (2022) 3, S.265-293 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Teaching Methods; Computer Science Education; Programming; Thinking Skills; Case Studies; Programming Languages; Nuclear Physics; Grade 8; Science Instruction; Middle School Students; Student Attitudes; COVID-19; Pandemics; Online Courses; Comparative Analysis; Urban Schools + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Computer science lessons; Informatikunterricht; Programmierung; Denkfähigkeit; Case study; Fallstudie; Case Study; Atomphysik; Kernphysik; School year 08; 8. Schuljahr; Schuljahr 08; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Online course; Online-Kurs; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Despite the importance of computer science education and computational thinking, there have been limited examples of computer science education at K-12 classrooms that authentically represents the work of computer scientists, especially programming. One reason is the lack of a measurable definition of computational thinking and a programming language friendly to K-12 students. In this case study, we used a text-based declarative programming language named SPARC to integrate computer science into the topic of the atomic structure. We also designed a rubric for the assessment of computational thinking that included two categories of abstraction and programming. We examined the experiences of two 8th-grade students representing those who have some experience with computer science and programming and those without any experience. The findings support the feasibility of integrating computer science and science and exposing middle-school students to text-based programming. We also discussed the pedagogical concerns in light of the students' challenges. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01