Authors:
Satabdi Basu
;
Amanda Dickes
;
John S. Kinnebrew
;
Pratim Sengupta
and
Gautam Biswas
Affiliation:
Vanderbilt University, United States
Keyword(s):
Computational Thinking, Agent-based Modeling, Simulations, Visual Programming, Learning-by-Design, Scaffolding, Science Education.
Related
Ontology
Subjects/Areas/Topics:
Artificial Intelligence and Decision Support Systems
;
Computer-Supported Education
;
Domain Applications and Case Studies
;
e-Learning
;
Enterprise Information Systems
;
Higher Order Thinking Skills
;
Information Technologies Supporting Learning
;
Intelligent Learning and Teaching Systems
;
Intelligent Tutoring Systems
;
K-12 Students
;
Learning/Teaching Methodologies and Assessment
;
Pedagogy Enhancement with e-Learning
;
Social Context and Learning Environments
Abstract:
Computational thinking (CT) draws on fundamental computer science concepts to formulate and solve problems, design systems, and understand human behavior. CT practices (e.g., problem representation, abstraction, decomposition, simulation, verification, and prediction) are also central to the development of expertise in a variety of STEM disciplines. Exploiting this synergy between CT and STEM disciplines, we have developed CTSiM, a cross-domain, scaffolded, visual-programming and agent-based learning environment for middle school science. We present and justify the CTSiM architecture and its implementation. To identify challenges and scaffolding needs in learning with CTSiM, we present a case study describing the challenges that a high- and a low-achieving student faced while working on kinematics and ecology units using CTSiM. Decreases in the number of challenges for both students over sequences of related activities illustrate the combined effectiveness of our approach. Further, t
he specific challenges and scaffolds identified suggest the design of an adaptive scaffolding framework to help students develop a synergistic understanding of CT and science concepts.
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