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Abstract Title: Examining how problem design relates to computational thinking practices
Abstract Type: Contributed Poster Presentation
Abstract: With the growing ubiquity of computation in STEM fields, understanding how to teach computational thinking (CT) practices has become an active research area in the last two decades, with particular emphasis on developing CT frameworks. In this paper, we apply one of these CT frameworks and compare the results with a task analysis to examine how CT practices relate to specific design features of an in-class problem. We have analyzed video data from two separate groups working on one computational class period, which utilizes a minimally working program to model magnetic field vectors. While still in the initial stages of the study, our preliminary results indicate that what is left out of the minimally working program will impact the CT practices students use, particularly around building computational models. Ultimately, we hope this work will help instructors to design activities that can target \& build specific CT practices.
Session Time: Poster Session 3
Poster Number: III-54
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Theodore E. Bott
Michigan State University, Dept. of Physics & Astronomy
Lansing, MI 48824
Phone: 5862162248
and Co-Presenter(s)
Tyler Stump (he/him), Michigan State University, Dept. of Physics & Astronomy

Daryl R. McPadden (she/her), Michigan State University, Dept. of Physics & Astronomy

Marcos D. Caballero (he/him), Michigan State University, Dept. of Physics & Astronomy, CREATE for STEM Institute, Michigan State University, Department of Physics & Center for Computing in Science Education, University of Oslo, N-0316 Oslo, Norway

Paul W. Irving (he/him), Michigan State University, Dept. of Physics & Astronomy

Contributed Poster

Contributed Poster: Download the Contributed Poster