Abstract
In response to increasing calls to include computational thinking (CT) in K-12 education, some researchers have argued for integrating science learning and CT. In that vein, this paper investigates conceptual learning and computational practices through the use of a code-first modeling environment called Frog Pond in a middle school classroom. The environment was designed to enable learners to explore models of evolutionary shifts through domain-specific agent-based visual programming. It was implemented as a curricular unit in seventh grade science class. We analyzed video and log data of two contrasting student pairs. This paper presents one of our findings: Development of modular core functional code-units or what we call anchor code. Anchor code is a body of code that creates a stable base from which further explorations take place. We argue that anchor code is evidence for conceptual learning and computational practices.
Original language | English |
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Title of host publication | Making a Difference |
Subtitle of host publication | Prioritizing Equity and Access in CSCL - 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 - Conference Proceedings |
Editors | Brian K. Smith, Marcela Borge, Emma Mercier, Kyu Yon Lim |
Publisher | International Society of the Learning Sciences (ISLS) |
Pages | 656-659 |
Number of pages | 4 |
ISBN (Electronic) | 9780990355021 |
State | Published - 2017 |
Event | 12th International Conference on Computer Supported Collaborative Learning - Making a Difference: Prioritizing Equity and Access in CSCL, CSCL 2017 - Philadelphia, United States Duration: 18 Jun 2017 → 22 Jun 2017 |
Publication series
Name | Computer-Supported Collaborative Learning Conference, CSCL |
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Volume | 2 |
ISSN (Print) | 1573-4552 |
Conference
Conference | 12th International Conference on Computer Supported Collaborative Learning - Making a Difference: Prioritizing Equity and Access in CSCL, CSCL 2017 |
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Country/Territory | United States |
City | Philadelphia |
Period | 18/06/17 → 22/06/17 |
Bibliographical note
Publisher Copyright:© ISLS.
ASJC Scopus subject areas
- Human-Computer Interaction
- Education