CTSiM: A Computational Thinking Environment for Learning Science through Simulation and Modeling
CTSiM: A Computational Thinking Environment for Learning Science through Simulation and Modeling
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CTSiM：通过模拟和建模学习科学的计算思维环境
DOI：
10.5220/0004390103690378
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Gautam Biswas
中科院分区：
文献类型：
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作者：
Satabdi Basu;A. Dickes;J. Kinnebrew;P. Sengupta;Gautam Biswas
计算思维（CT）利用基本的计算机科学概念来制定和解决问题、设计系统和理解人类行为。 CT 实践（例如问题表示、抽象、分解、模拟、验证和预测）也是各种 STEM 学科专业知识发展的核心。利用 CT 和 STEM 学科之间的协同作用，我们开发了 CTSiM，这是一个跨领域、支架式、可视化编程和基于代理的中学科学学习环境。我们介绍并证明 CTSiM 架构及其实现。为了确定使用 CTSiM 学习的挑战和支架需求，我们提出了一个案例研究，描述了成绩优异的学生和成绩较差的学生在使用 CTSiM 学习运动学和生态学单元时所面临的挑战。相关活动序列中两名学生面临的挑战数量的减少说明了我们方法的综合有效性。此外，所确定的具体挑战和支架建议设计一个自适应支架框架，以帮助学生对 CT 和科学概念产生协同理解。
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 highand 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, the 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.