Thinking Thru Making: Mapping Computational Thinking Practices onto Scientific Reasoning
Thinking Thru Making: Mapping Computational Thinking Practices onto Scientific Reasoning
复制标题
通过制作思考：将计算思维实践映射到科学推理上
DOI：
10.1007/s10956-022-09989-6
复制
发表时间：
2022
影响因子：
4.4
通讯作者：
Douglas Ball
中科院分区：
文献类型：
--
作者：
Colby Tofel;Kristin A. Searle;Douglas Ball
本文分享了教师设计的物理和计算单元的研究结果，该单元让学生通过探究同时学习物理和计算。学生们的任务是利用科学探究技巧和实践来评估向公众发布的当地过山车重力评级的有效性。学生们使用计算电子纺织电路（e-textiles）进行“打破神话”的游乐园重力评级。在此过程中，学生们运用计算和计算思维技能来回答他们的科学探究。这项研究的结果表明，物理课是参与 Grover 和 Pea (Educational Researcher 42, 38–43, 2013) 提出的计算大思想的理想空间，也是计算思维的支柱 (Wing, Communications of the ACM 49, 33–35, 2006)。然而，这种双重参与的本质是需要计算内容来服务于在物理课堂空间内更好地获取物理内容。研究结果表明，教师使用电子纺织品来整合物理和计算，通过在物理科学探究结构中提供计算思维的能力，拓宽和深化了学生的学习。
This paper shares findings from a teacher designed physics and computing unit that engaged students in learning physics and computing concurrently thru inquiry. Using scientific inquiry skills and practices, students were tasked with assessing the validity of local rollercoaster g-force ratings as posted to the public. Students used computational electronic textile circuits (e-textiles) to engage in “myth busting” amusement park g-force ratings. In doing so, students engaged computing and computational thinking skills in service to answering their scientific inquiry. Findings from this study indicate that physics classes are ideal spaces for engaging in computing’s Big Ideas as laid out by Grover and Pea (Educational Researcher 42, 38–43, 2013) as well as the pillars of computational thinking (Wing, Communications of the ACM 49, 33–35, 2006). However, essential to this dual engagement is a need for computing content to act in service to the better acquisition of physics content within the physics classroom space. Findings indicate that the teachers’ use of e-textiles to integrate physics and computing broadened and deepened student learning by providing affordances for computational thinking within the structure of physical science inquiry.