TY - GEN
T1 - How Computational Thinking Can Become a Sensemaking Practice for Preservice Teachers in an Engineering Course
AU - Tosun, Gözde
AU - Farris, Amy Voss
N1 - Publisher Copyright:
© ISLS.
PY - 2023
Y1 - 2023
N2 - The role of computational thinking (CT) in science education presents an important challenge for teacher preparation, as CT and closely related concepts now appear in science standards in many regions. There is broad agreement that computation is an epistemic practice in science and engineering (e.g., Nersessian, 2008). However, supporting preservice teachers' (PSTs) understanding of CT as sensemaking practices in engineering design remains underexplored. We present a qualitative exploratory study in which we aim to support PSTs' participation in and recognition of CT practices in engineering design contexts within a semester-long science and engineering course. We present two themes that inform how CT became a sensemaking practice in engineering: (1) the design of learning environments in which CT is reflexive (Harel & Papert, 1990) with PSTs' own experiences in engineering design and (2) the central role of contextualization and addressivity (Bahktin, 1986; Sengupta et al., 2021) in CT in engineering education.
AB - The role of computational thinking (CT) in science education presents an important challenge for teacher preparation, as CT and closely related concepts now appear in science standards in many regions. There is broad agreement that computation is an epistemic practice in science and engineering (e.g., Nersessian, 2008). However, supporting preservice teachers' (PSTs) understanding of CT as sensemaking practices in engineering design remains underexplored. We present a qualitative exploratory study in which we aim to support PSTs' participation in and recognition of CT practices in engineering design contexts within a semester-long science and engineering course. We present two themes that inform how CT became a sensemaking practice in engineering: (1) the design of learning environments in which CT is reflexive (Harel & Papert, 1990) with PSTs' own experiences in engineering design and (2) the central role of contextualization and addressivity (Bahktin, 1986; Sengupta et al., 2021) in CT in engineering education.
UR - https://www.scopus.com/pages/publications/105005960105
UR - https://www.scopus.com/inward/citedby.url?scp=105005960105&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:105005960105
T3 - Proceedings of International Conference of the Learning Sciences, ICLS
SP - 401
EP - 408
BT - ISLS Annual Meeting 2023
A2 - Blikstein, Paulo
A2 - Van Aalst, Jan
A2 - Kizito, Rita
A2 - Brennan, Karen
PB - International Society of the Learning Sciences (ISLS)
T2 - 17th International Conference of the Learning Sciences, ICLS 2023
Y2 - 10 June 2023 through 15 June 2023
ER -