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Abstract Title: Video Analysis of Variation in Computational Thinking Practices in Physics
Abstract: Computational thinking has been emphasized as a main science and engineering practice in the Next Generation Science Standards. However, learning objectives outlined by the standards are written in vague terms that complicate the implementation and assessment of this topic in the classroom. This is especially problematic for high school teachers who have limited experience with computation and are looking to integrate computational modeling in their physics or physical science classrooms. In this study, we explore the variation in computational thinking practices that physics students demonstrate when working through in-class coding activities. Video data of multiple student groups were collected in one high school teacher's physics and physical science classrooms. The data were analyzed to create a codebook that describes the different ways students engage in computational thinking practices. Ultimately, this work will help practitioners better understand how to identify these practices in a high school physics setting.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session III
Poster Number: 3.H1

Author/Organizer Information

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