PERC 2013 Abstract Detail Page
Previous Page | New Search | Browse All
| Abstract Title: | Computational Thinking for Physics: Programming Models of Physics Phenomenon in Elementary School |
|---|---|
| Abstract: | Computational thinking is a key practice of science education, one rarely integrated into instruction in an authentic way. A second key practice, creating models of physical phenomenon (e.g., momentum and acceleration), has been recognized as an important strategy for facilitating students' deeper understandings of both science concepts and the practices of science. We are creating an interdisciplinary computational thinking curriculum for grades 4-6 that identifies opportunities to combine development of computational thinking and programming skills with content in other disciplines such as science, math, and social studies. Here we present an example project that can be used to iteratively develop a model that represents the momentum and acceleration of an object that align with physical observations, coupled with increasingly sophisticated computational thinking concepts to implement those models. In addition, we present initial findings on students' perceptions of computation prior to formal instruction. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Hilary A. Dwyer University of California - Santa Barbara Gevirtz Graduate School of Education University of California Santa Barbara, CA 93106 |
| Co-Author(s) and Co-Presenter(s) |
Bryce Boe, UCSB Department of Computer Science Charlotte Hill, UCSB Department of Computer Science Diana Franklin, UCSB Department of Computer Science Danielle Harlow, UCSB Gevirtz Graduate School of Education |
