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Abstract Title: Case studies of computational thinking practices displayed by introductory physics students
Abstract Type: Contributed Poster Presentation
Abstract: Over the past couple decades, computational thinking has emerged as an important problem-solving strategy for physics students to possess. However, an understanding of how students engage in computational thinking has remained somewhat elusive. Our study focuses on student think-aloud interviews involving two different computational tasks – one where students are asked to talk through an already built and working program and one where they have to edit and add to a given minimally working code to model a given situation. Applying a computational thinking framework that identifies fourteen different computational practices, we analyzed the interviews of four different students in an introductory physics course.

Here, we present the type and frequency of practices students engaged in and we compare across students and tasks. We will discuss the application of the framework and the impact of task design on elicited practices.
Session Time: Poster Session 2
Poster Number: II-74

Author/Organizer Information

Primary Contact: Max Webel
Georgetown University
and Co-Presenter(s)
Leanne Doughty (She/Her), Georgetown University