Modeling and Measuring High School Students’ Computational Thinking Practices in Science

• Published in: Journal of science education and technology Vol. 29; no. 1; pp. 137 - 161
• Main Authors: Arastoopour Irgens, Golnaz, Dabholkar, Sugat, Bain, Connor, Woods, Philip, Hall, Kevin, Swanson, Hillary, Horn, Michael, Wilensky, Uri
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.02.2020; Springer; Springer Nature B.V
• Subjects: Achievement Gains; Assessments; Biology; Computer applications; Computer Science Education; Core curriculum; Curricula; Discourse Analysis; Education; Educational Technology; Elementary Secondary Education; High School Students; Learning; Mathematical models; Measurement; Pretests Posttests; Science Education; Science Instruction; Sciences education; Scores; Secondary School Curriculum; Secondary School Science; Secondary schools; Software; STEM Education; Students; Technical education; Thinking Skills; Units of Study; Computational thinking; Learning analytics; Biology; Science learning; Assessment

Despite STEM education communities recognizing the importance of integrating computational thinking (CT) into high school curricula, computation still remains a separate area of study in K-12 contexts. In addition, much of the research on CT has focused on creating generally agreed-upon definitions...