Defining and Assessing Students’ Computational Thinking in a Learning by Modeling Environment

Abstract

Learning sciences researchers have hypothesized the connections between STEM learning and computational thinking (CT), and this has been supported by studies that have demonstrated the reciprocal relationships between CT and STEM subjects. However, not much work has been done to establish the fundamental set of CT knowledge and practices that need to be taught to enhance STEM and CT learning in K-12 curricula. Therefore, many important aspects of CT are underrepresented in K-12 classrooms. We believe that CT concepts and practices are not only important for computing education but also play an important role in helping students develop modeling and problem-solving skills in STEM domains. In this chapter, we build on our existing framework (Sengupta et al in Educ Inf Technol 25(1):127–147, 2013) to promote students’ synergistic learning of science content and CT practices in middle school classrooms. We discuss the primary STEM and CT concepts and practices that we have introduced through our curricular units into science classrooms and discuss how students can learn these practices in CTSiM, a computer-based learning environment developed in our lab (Basu et al in User Model User-Adapt 27, 2017). We present results from studies in middle school classrooms with CTSiM and show that students have strong learning gains in Science and CT concepts. Our assessments also help characterize and understand students’ learning behaviors and their link to learning and practicing STEM and CT concepts.