Abstract
The sustainable, synergistic integration of computational thinking (CT) and STEM learning environments into K12 classrooms requires consideration of learner-centered and classroom-centered design. In other words, not only do we have to take into account the learning goals and capabilities of students, but also the technological capabilities of the classroom environment and the combined impact of the teacher and technology on the classroom dynamics, curriculum, and progress. This paper discusses the design and development of an open ended learning environment aimed at high school physics curriculum taught within a CT-based framework. We conclude with preliminary results from a semester-long implementation study in a high school physics classroom.
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Acknowledgments
We thank Luke Conlin, Kevin McElhaney, Shuchi Grover, Satabdi Basu, Kristen P. Blair, Doris Chin, and our other collaborators from Vanderbilt University and Stanford University for their numerous contributions. This research is supported by NSF grant #1640199.
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Hutchins, N., Biswas, G., Maroti, M., Ledezci, A., Broll, B. (2018). A Design-Based Approach to a Classroom-Centered OELE. In: Penstein Rosé, C., et al. Artificial Intelligence in Education. AIED 2018. Lecture Notes in Computer Science(), vol 10948. Springer, Cham. https://doi.org/10.1007/978-3-319-93846-2_28
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DOI: https://doi.org/10.1007/978-3-319-93846-2_28
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