Biological Evolution Learning and Computational Thinking: Enhancing Understanding through Integration of Disciplinary Core Knowledge and Scientific Practice

Autor/inn/en	Christensen, Dana; Lombardi, Doug
Titel	Biological Evolution Learning and Computational Thinking: Enhancing Understanding through Integration of Disciplinary Core Knowledge and Scientific Practice
Quelle	In: International Journal of Science Education, 45 (2023) 4, S.293-313 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Christensen, Dana) ORCID (Lombardi, Doug)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2160221
Schlagwörter	Computation; Thinking Skills; Biology; Evolution; Science Instruction; Program Effectiveness; High School Students; Intervention; Scientific Concepts; Concept Formation; Knowledge Level; Problem Solving; Secondary School Science + Suchen Sie Ihr Suchwort? Denkfähigkeit; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Concept learning; Begriffsbildung; Wissensbasis; Problemlösen
Abstract	The purpose of this study was to quantitatively assess the integration of computational thinking with learning about biological evolution. Specifically, we investigated the effectiveness of a framework from a recently developed learning progression that emphasises the complex nature of teaching both computational thinking and biological evolution. Computational thinking is a concept introduced by relatively recent science education reform efforts. For many educators, the notion of computational thinking is unclear making it difficult to integrate into instruction. High school student participants engaged in a quasi-experimental design study. Interventions integrating computational thinking and evolution concepts were used synonymously with assessments to identify change in both student biological evolution knowledge and computational knowledge over time. Students deepened their knowledge in both areas; however, one intervention was more robust in increasing both knowledge of computational thinking and biological evolution. The results warrant future research in these areas and suggest that computational thinking deserves a much greater emphasis within biology classrooms. It also supports the learning progression's model of weaving disciplinary core ideas with scientific practices to deepen students' science learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01