Integrating CT into economics: Simulating monetary policy through computer models in spreadsheets by using a Use-Modify-Create strategy
Lucas De Bruin, Jacqueline Nijenhuis-Voogt, Sabiha Yeni · 2022
Integrating computational thinking (CT) into the learning of school subjects is receiving increased attention. Developing students’ CT skills may not only advance their digital literacy but it may deepen subject specific learning as well. It is therefore interesting to investigate the learning of CT from a multidisciplinary perspective. This study describes the design of a CT integrated lesson for economics in which computer models in spreadsheets are used to simulate monetary policy. The lesson is structured according to the Use-Modify-Create strategy. The aim of this exploratory study is to evaluate the learning outcomes of this CT integrated lesson and students’ attitudes towards such a lesson. For this purpose, students’ exit tickets, feedback forms, supervisor observations and interviews with students have been analyzed. This qualitative analysis revealed that students perceived the lesson as difficult, especially during the Modify and Create phases. In addition, the results suggest that all phases are dependent on taking enough time to finish the Use phase to get familiar with the computational steps. Several suggestions have been given to improve the lesson, for instance, to use a simpler topic of economics. Furthermore, the analysis of students’ attitudes revealed that connections to CT could be made more explicit rather than implicitly embedded in the instructional strategy.