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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
and Co-Presenter(s)
Daniel P. Weller, Michigan State University
Marcos D. Caballero, Michigan State University
Paul W. Irving, Michigan State University