Defining Computational Thinking for Mathematics and Science Classrooms

Autor/inn/en	Weintrop, David; Beheshti, Elham; Horn, Michael; Orton, Kai; Jona, Kemi; Trouille, Laura; Wilensky, Uri
Titel	Defining Computational Thinking for Mathematics and Science Classrooms
Quelle	In: Journal of Science Education and Technology, 25 (2016) 1, S.127-147 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-015-9581-5
Schlagwörter	Secondary School Mathematics; Secondary School Science; High School Students; Mathematics Education; Science Education; Mathematics Skills; Science Process Skills; Computation; Academic Standards; Definitions; Taxonomy; Data Analysis; Mathematical Models; Problem Solving; Systems Approach; Thinking Skills + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematische Bildung; Naturwissenschaftliche Bildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Begriffsbestimmung; Taxonomie; Auswertung; Mathematical model; Mathematisches Modell; Problemlösen; Systemischer Ansatz; Denkfähigkeit
Abstract	Science and mathematics are becoming computational endeavors. This fact is reflected in the recently released Next Generation Science Standards and the decision to include "computational thinking" as a core scientific practice. With this addition, and the increased presence of computation in mathematics and scientific contexts, a new urgency has come to the challenge of defining computational thinking and providing a theoretical grounding for what form it should take in school science and mathematics classrooms. This paper presents a response to this challenge by proposing a definition of computational thinking for mathematics and science in the form of a taxonomy consisting of four main categories: data practices, modeling and simulation practices, computational problem solving practices, and systems thinking practices. In formulating this taxonomy, we draw on the existing computational thinking literature, interviews with mathematicians and scientists, and exemplary computational thinking instructional materials. This work was undertaken as part of a larger effort to infuse computational thinking into high school science and mathematics curricular materials. In this paper, we argue for the approach of embedding computational thinking in mathematics and science contexts, present the taxonomy, and discuss how we envision the taxonomy being used to bring current educational efforts in line with the increasingly computational nature of modern science and mathematics. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01