NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 1,203 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Bortz, Whitney Wall; Gautam, Aakash; Tatar, Deborah; Lipscomb, Kemper – Journal of Science Education and Technology, 2020
Integrating computational thinking (CT) and science education is complex, and assessing the resulting learning gains even more so. Arguments that assessment should match the learning (Biggs, "Assessment & Evaluation in Higher Education," 21(1), 5-16. 1996; Airasian and Miranda, "Theory into Practice," 41(4), 249-254. 2002;…
Descriptors: Computation, Thinking Skills, Science Education, Evaluation Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Arastoopour Irgens, Golnaz; Dabholkar, Sugat; Bain, Connor; Woods, Philip; Hall, Kevin; Swanson, Hillary; Horn, Michael; Wilensky, Uri – Journal of Science Education and Technology, 2020
Despite STEM education communities recognizing the importance of integrating computational thinking (CT) into high school curricula, computation still remains a separate area of study in K-12 contexts. In addition, much of the research on CT has focused on creating generally agreed-upon definitions and curricula, but few studies have empirically…
Descriptors: Thinking Skills, Biology, Scores, Pretests Posttests
Peer reviewed Peer reviewed
Direct linkDirect link
Aksit, Osman; Wiebe, Eric N. – Journal of Science Education and Technology, 2020
Computational thinking (CT) and modeling are authentic practices that scientists and engineers use frequently in their daily work. Advances in computing technologies have further emphasized the centrality of modeling in science by making computationally enabled model use and construction more accessible to scientists. As such, it is important for…
Descriptors: Thinking Skills, Science Instruction, Teaching Methods, Computer Science Education
Peer reviewed Peer reviewed
Direct linkDirect link
Hutchins, Nicole M.; Biswas, Gautam; Maróti, Miklós; Lédeczi, Ákos; Grover, Shuchi; Wolf, Rachel; Blair, Kristen Pilner; Chin, Doris; Conlin, Luke; Basu, Satabdi; McElhaney, Kevin – Journal of Science Education and Technology, 2020
Synergistic learning combining computational thinking (CT) and STEM has proven to be an effective method for advancing learning and understanding in a number of STEM domains and simultaneously helping students develop important CT concepts and practices. We adopt a design-based approach to develop, evaluate, and refine our Collaborative,…
Descriptors: Physics, Science Instruction, STEM Education, Thinking Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Moore, Tamara J.; Brophy, Sean P.; Tank, Kristina M.; Lopez, Ruben D.; Johnston, Amanda C.; Hynes, Morgan M.; Gajdzik, Elizabeth – Journal of Science Education and Technology, 2020
Computational thinking requires high cognitive load as students work to manage multiple tasks in their problem-solving environment. Through research in K-2 classrooms on computational thinking, we noticed that students lack the representational fluency needed to move from one form to another--such as moving from physical to more abstract…
Descriptors: Thinking Skills, Grade 2, Task Analysis, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Waterman, Kevin P.; Goldsmith, Lynn; Pasquale, Marian – Journal of Science Education and Technology, 2020
Using an example of a grade 3 science unit about population changes during competition for resources, we describe how we integrated computational thinking (CT) into existing curriculum identifying three levels of depth of integration: identifying connections that already exist, enhancing and strengthening connections, and extending units to…
Descriptors: Thinking Skills, Computation, Elementary School Science, Learning Activities
Peer reviewed Peer reviewed
Direct linkDirect link
Dickes, Amanda Catherine; Farris, Amy Voss; Sengupta, Pratim – Journal of Science Education and Technology, 2020
In recent years, the field of education has challenged researchers and practitioners to incorporate computing as an essential focus of K-12 STEM education. Integrating computing within K-12 STEM supports learners of all ages in codeveloping and using computational thinking in existing curricular contexts alongside practices essential for…
Descriptors: Elementary School Science, Coding, STEM Education, Computer Science Education
Peer reviewed Peer reviewed
Direct linkDirect link
Lee, Irene; Malyn-Smith, Joyce – Journal of Science Education and Technology, 2020
This paper describes analyses of the K-12 computational thinking (CT) integration activities collected at two NSF-funded workshops, "Developing an Interdisciplinary Framework for Integrating Computational Thinking in K-12 Science, Mathematics, Technology, and Engineering Education," held in August and November of 2017 at Education…
Descriptors: Elementary Secondary Education, Interdisciplinary Approach, STEM Education, Computation
Peer reviewed Peer reviewed
Direct linkDirect link
Hadad, Roxana; Thomas, Kate; Kachovska, Mila; Yin, Yue – Journal of Science Education and Technology, 2020
Making activities and environments have been shown to foster the development of computational thinking (CT) skills for students in science, technology, engineering, and math (STEM) subject areas. To properly cultivate CT skills and the related dispositions, educators must understand students' needs and build awareness of how CT informs a deeper…
Descriptors: Formative Evaluation, Computation, Thinking Skills, STEM Education
Peer reviewed Peer reviewed
Direct linkDirect link
Pierson, Ashlyn E.; Brady, Corey E.; Clark, Douglas B. – Journal of Science Education and Technology, 2020
This paper describes the work done by sixth grade students to achieve and sustain productive and personally meaningful lines of inquiry with computational models. The capacity to frame interactions with tools as dialogic exchanges with co-participants is a productive practice for disciplinary engagement in science and for computational thinking…
Descriptors: STEM Education, Thinking Skills, Self Concept, Personal Autonomy
Peer reviewed Peer reviewed
Direct linkDirect link
Lee, Irene; Grover, Shuchi; Martin, Fred; Pillai, Sarita; Malyn-Smith, Joyce – Journal of Science Education and Technology, 2020
This article provides an introduction for the special issue of the "Journal of Science Education and Technology" focused on computational thinking (CT) from a disciplinary perspective. The special issue connects earlier research on what K-12 students can learn and be able to do using CT with the CT skills and habits of mind needed to…
Descriptors: Computation, Thinking Skills, Elementary Secondary Education, STEM Education
Peer reviewed Peer reviewed
Direct linkDirect link
Ketelhut, Diane Jass; Mills, Kelly; Hestness, Emily; Cabrera, Lautaro; Plane, Jandelyn; McGinnis, J. Randy – Journal of Science Education and Technology, 2020
Computer science and computer science education are marked by gender and racial disparities. To increase the number and diversity of students engaging in computer science, young children need opportunities to develop interest and foundational understandings, including computational thinking (CT). Accordingly, elementary teachers need to understand…
Descriptors: Computer Science Education, Computation, Thinking Skills, Faculty Development
Peer reviewed Peer reviewed
Direct linkDirect link
Smith, Emma; White, Patrick – Journal of Science Education and Technology, 2019
Problems with the supply of highly skilled science, technology, engineering and mathematics (STEM) workers have been reported by employers and governments for many decades, in the UK, the USA, and elsewhere. This paper presents some key findings from a project funded by the Nuffield Foundation that examined patterns of education and employment…
Descriptors: STEM Education, Higher Education, Labor Market, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Zhao, Yong – Journal of Science Education and Technology, 2019
This paper is a caution to the overemphasis on STEM in schools. Human talents and interests are extremely diverse for all sorts of reasons (nature via nurture). However, not all talents and skills have equal utility value in all societies. Thus, societies tend to suppress some and support others (via education or social policies). STEM represents…
Descriptors: Talent, STEM Education, Educational Attitudes, Art
Peer reviewed Peer reviewed
Direct linkDirect link
Hill, Christopher T. – Journal of Science Education and Technology, 2019
In this paper, I briefly review the concept of the Post-Scientific Society and then present some of the confirming evidence for the aptness of the concept. This leads to important implications for how we should think about education and workforce development in the twenty-first century. Both require the incorporation of a very high cognitive level…
Descriptors: STEM Education, Education Work Relationship, Science Education, Science and Society
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  81