PERC 2020 Abstract Detail Page
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| Abstract Title: | Navigating computational thinking practices for high school physics curricula |
|---|---|
| Abstract: | Within the last 15 years, computational thinking (CT) has emerged as a focal point of K-12 education. A plethora of studies have outlined the practices involved when students and teachers engage in CT, and these works discuss the topic for a variety of disciplines, academic levels, and research purposes. In this work, we present our process of navigating the field of existing CT practices. We have established a framework that is specific to the computationally-integrated high school physics context, where students use minimally working code to construct models of physical phenomena. From a total of nine previous scholarly works, we have identified fourteen CT practices that are applicable to the introductory physics classroom. This work will provide a foundation for exploring high school students' perceptions of computational thinking. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session I |
| Poster Number: | 1.E1 |
Author/Organizer Information | |
| Primary Contact: |
Theodore E. Bott Michigan State University Warren, MI 48092 Phone: 5862162248 |
| Co-Author(s) and Co-Presenter(s) |
Daniel P. Weller, Michigan State University Marcos D. Caballero, Michigan State University Paul W. Irving, Michigan State University |
