Exploring the evolution of two girls' conceptions and practices in computational thinking in science. (March 2020)

• Record Type: Journal Article
• Authors: Luo, Feiya; Antonenko, Pavlo D.; Davis, E. Christine
• Is Part Of: Computers & education. Volume 146(2020)
• Publication Date: 2020-03
• Subjects: Computational thinking integration -- Elementary education -- Science education -- Robotics -- Girls in STEM; Education -- Data processing -- Periodicals; Education -- Periodicals; Computers -- Periodicals; Computer-Assisted Instruction -- Periodicals; Éducation -- Informatique -- Périodiques; Electronic journals; 370.285
• DOI: 10.1016/j.compedu.2019.103759
• Languages: English
• ISSNs: 0360-1315

Abstract

Abstract: As the definition of computational thinking (CT) in education continues to evolve, researchers have investigated the integration of CT in K-12 learning contexts and students' perceptions and development of CT in these integrated learning experiences. Drawing on prior work, this study explored the evolution of two elementary school girls' conceptions and practices of CT in science as they participated in a four-week CT-integrated science unit at a summer camp using the Dash robot and the Blockly app. Three CT concepts: loops, sequences, and conditionals, were integrated into a unit on the reproduction cycle of flowerless plants. Observations, participant drawings, and analysis of Blockly code revealed that the children improved in their CT practices. In addition, the CT-integrated science unit developed for this study successfully engaged both participants, even when one expressed a low interest in science. The study suggested that defining computing vocabulary, using checkpoint activities with immediate and corrective feedback, and scaffolding of coding concepts with unplugged activities were particularly necessary in promoting CT and the integration of CT and science education in an elementary-level informal learning context. Highlights: Both elementary school girls developed high levels of interest in coding. CT-integrated activities successfully engaged the girls in learning. Participants effectively used CT practices and perspectives in coding. Participants' CT conception change was not obvious.