TY - GEN
T1 - Instructor facilitation of STEM+CT discourse
T2 - 16th International Conference of the Learning Sciences, ICLS 2022
AU - Snyder, Caitlin
AU - Hutchins, Nicole M.
AU - Biswas, Gautam
AU - Narasimham, Gayathri
AU - Emara, Mona
AU - Yett, Bernard
N1 - Publisher Copyright:
© ISLS.
PY - 2022
Y1 - 2022
N2 - The integration of computational modeling into instruction in science classrooms is complex in that it requires the synergistic application of students' developing science and computational thinking knowledge. This is not only difficult for students, but teachers often find it hard to parse the science content from the computational constructs to guide students when they have difficulties. Leveraging past literature that highlights the beneficial impact instructors can have when they immerse themselves in group problem-solving discussions, this paper examines the instructors' role in facilitating students' construction of and problem solving with computational models. We utilize a case study approach to analyze instructor-facilitated, synchronous group discussions during applications of synergistic learning processes to understand how instructors may elicit students' knowledge, misunderstanding, and difficulties to help guide, prompt, and engage groups in this complex task for more productive integration in K-12 science classrooms. We hope that this will lead to better scaffolding of students' learning, and better support for teachers when they use such curricula in classrooms.
AB - The integration of computational modeling into instruction in science classrooms is complex in that it requires the synergistic application of students' developing science and computational thinking knowledge. This is not only difficult for students, but teachers often find it hard to parse the science content from the computational constructs to guide students when they have difficulties. Leveraging past literature that highlights the beneficial impact instructors can have when they immerse themselves in group problem-solving discussions, this paper examines the instructors' role in facilitating students' construction of and problem solving with computational models. We utilize a case study approach to analyze instructor-facilitated, synchronous group discussions during applications of synergistic learning processes to understand how instructors may elicit students' knowledge, misunderstanding, and difficulties to help guide, prompt, and engage groups in this complex task for more productive integration in K-12 science classrooms. We hope that this will lead to better scaffolding of students' learning, and better support for teachers when they use such curricula in classrooms.
UR - http://www.scopus.com/inward/record.url?scp=85145771116&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85145771116&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85145771116
T3 - Proceedings of International Conference of the Learning Sciences, ICLS
SP - 631
EP - 638
BT - International Collaboration toward Educational Innovation for All
A2 - Chinn, Clark
A2 - Tan, Edna
A2 - Chan, Carol
A2 - Kali, Yael
Y2 - 6 June 2022 through 10 June 2022
ER -