Designing and Implementing Sensor-Based Science Units That Incorporate Computational Thinking
Alexandra Gendreau Chakarov · Proceedings of the 2019 AERA Annual Meeting · 2019
Computational and big data practices are having profound effects in all scientific domains while fundamentally changing the ways scientists work.At the same time, states across the U.S. are increasingly adopting a new approach for K-12 science education based on the Next Generation Science Standards (NGSS; NGSS Lead States, 2013).The NGSS present a vision for science education based on three dimensional learning (3D Learning) which involves classroom instruction that engages students in observing and investigating phenomena, generating ideas and questions, and building explanatory models of phenomena.In 3D learning students develop an understanding of the big science ideas, called the disciplinary core ideas (DCIs), through deep engagement with utilizing science and engineering practices (SEPs), the eight common practices used by scientists and engineers, along with crosscutting concepts (CCCs), the concepts that scientists and engineers think about and use to view the world.These three dimensions are integrated into a set of performance expectations (PEs) and are intended to be utilized as assessment standards (Krajcik, 2015;Moulding et al., 2015; NRC, 2012).