Search

In the United States, the Next Generation Science Standards advocate for the integration of computational thinking (CT) as a science and engineering practice. Additionally, there is agreement among some educational researchers that increasing opportunities for engaging in computational thinking can lend authenticity to classroom activities. This can be done through introducing CT principles, such as algorithms, abstractions, and automations, or through examining the tools used to conduct modern science, emphasizing CT in problem solving. This cross-case analysis of nine high school biology teachers in the mid-Atlantic region of the United States documents how they integrated CT into their curricula following a year-long professional development (PD). The focus of the PD emphasized data practices in the science teachers' lessons, using Weintrop et al.'s definition of data practices. These are: (a) creation (generating data), (b) collection (gathering data), (c) manipulation (cleaning and organizing data), (d) visualization (graphically representing data), and (e) analysis (interpreting data). Additionally, within each data practice, teachers were asked to integrate at least one of five CT practices: (a) decomposition (breaking a complex problem into smaller parts), (b) pattern-recognition (identifying recurring similarities in data practices), (c) algorithms (the creation and use of formulas to predict an output given a specific input), (d) abstraction (eliminating detail in order to generalize or see the "big picture"), and (e) automation (using computational tools to carry out specific procedures). Although the biology teachers integrated all CT practices across their lessons, they found it easier to integrate decomposition and pattern recognition while finding it more difficult to integrate abstraction, algorithmic thinking, and automation. Implications for designing professional development experiences are discussed.

A key process in the discipline of science is argumentation, which has recently been receiving more attention in K-12 classrooms. The purpose of this multiple case study was to concurrently examine self-regulated learning processes (SRL) and learning outcomes of three teachers in a professional development (PD) on argumentation in science to assess the relationship between types of learning processes employed by teachers and corresponding learning outcomes. Three teacher cases were selected based on variations in their self-efficacy for the PD, the type of schools in which they taught, and their experiences with argumentation in science. Teachers who were able to use SRL strategies had deeper learning outcomes and created lesson plans that engaged students in higher levels of argumentation. It was found that the SRL microanalysis was useful in eliciting learning processes for learners and provided opportunities for learners to be more aware of their SRL practices. Implications for this study include ways to measure learning processes and learning outcomes concurrently to provide more effective PD instruction.

In an effort to deepen learning in K-12 science classrooms, there has been a national movement to integrate computational thinking (CT). The purpose of this phenomenographic study was to understand teachers' perceptions of the function and usefulness of a task analysis and a decision tree tool designed to help them with integration. Teachers participated in a long-term professional development to improve their knowledge and application of CT and then developed lesson plans integrating CT into science investigations. To assist in the integration, teachers used the two unique tools. No one lesson plan or content area addressed all of the CT practices, but all CT practices were addressed in lessons across all four science areas. All 19 teachers found that the task analysis tool helped them to shift their lessons to a student-centered focus and helped them pinpoint data practices so they could systematically integrate CT practices. However, they expressed confusion over the amount of detail to document on the tool. Similarly, teachers found both benefits and barriers to the decision tree tool. Teachers found the decision tree tool to be useful in predicting the ways students may misunderstand a data practice and in reflecting on the level of accomplishment of students. However, teachers were sometimes uncertain with how to efficiently document complex student behaviors when engaged with data practices and CT. Implications for the use of the two lesson planning tools is discussed.

Background: There is a need to arm students with noncognitive, or 21st Century, skills to prepare them for a more STEM-based job market. As STEM schools are created in a response to this call to action, research is needed to better understand how exemplary STEM schools successfully accomplish this goal. This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21st Century skills. Results: We found of the 67 lesson plans collected at the inclusive STEM high schools, 50 included instruction on 21st Century skills. Most of these lesson plans designed instruction for 21st Century skills at an introductory level. Few lesson plans encouraged multiple 21st Century skills and addressed higher levels of those skills. Although there was not a significant difference between levels of 21st Century skills by grade level, there was an overall trend of higher levels of 21st Century skills demonstrated in lesson plans designed for grades 11 and 12. We also found that lesson plans that lasted three or more days had higher levels of 21st Century skills. Conclusions: These findings suggest that inclusive STEM high schools provide environments that support the development of 21st Century skills. Yet, more can be done in the area of teacher professional development to improve instruction of high levels of 21st Century skills.

Background: There is a need to arm students with noncognitive, or 21st Century, skills to prepare them for a more STEM-based job market. As STEM schools are created in a response to this call to action, research is needed to better understand how exemplary STEM schools successfully accomplish this goal. This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21st Century skills. Results: We found of the 67 lesson plans collected at the inclusive STEM high schools, 50 included instruction on 21st Century skills. Most of these lesson plans designed instruction for 21st Century skills at an introductory level. Few lesson plans encouraged multiple 21st Century skills and addressed higher levels of those skills. Although there was not a significant difference between levels of 21st Century skills by grade level, there was an overall trend of higher levels of 21st Century skills demonstrated in lesson plans designed for grades 11 and 12. We also found that lesson plans that lasted three or more days had higher levels of 21st Century skills. Conclusions: These findings suggest that inclusive STEM high schools provide environments that support the development of 21st Century skills. Yet, more can be done in the area of teacher professional development to improve instruction of high levels of 21st Century skills. [ABSTRACT FROM AUTHOR]