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  1. Amanda Dickes
  2. Postdoctoral Research Fellow
  3. Presenter’s NSFRESOURCECENTERS
  4. Harvard University
  1. Karen Brennan
  2. http://scholar.harvard.edu/kbrennan
  3. Associate Professor of Education
  4. Presenter’s NSFRESOURCECENTERS
  5. Harvard University
  1. Chris Dede
  2. https://www.gse.harvard.edu/faculty/christopher-dede
  3. Timothy E. Wirth Professor in Learning Technologies
  4. Presenter’s NSFRESOURCECENTERS
  5. Harvard University
  1. Amy Kamarainen
  2. http://ecolearn.gse.harvard.edu
  3. Senior Research Manager
  4. Presenter’s NSFRESOURCECENTERS
  5. Harvard Graduate School of Education
  1. Shari Metcalf
  2. Project Director
  3. Presenter’s NSFRESOURCECENTERS
  4. Harvard Graduate School of Education
  1. Joseph Reilly
  2. https://scholar.harvard.edu/josephmreilly
  3. Doctoral Student
  4. Presenter’s NSFRESOURCECENTERS
  5. Harvard Graduate School of Education

EcoMOD: Integrating Computational Thinking into Ecosystems Science Education ...

NSF Awards: 1639545

2018 (see original presentation & discussion)

Grades K-6

In recent years, the field of education has challenged researchers and practitioners to incorporate computational thinking, an analytic problem solving and design approach fundamental to computing, as an essential focus of K12 STEM education. Widely recognized as a “basic skill” necessary for economic opportunity and social mobility, integrating computing within K12 STEM supports learners of all ages in applying computational thinking within established and accessible contexts while co-developing practices essential to mathematical and scientific expertise. The EcoMOD project is an example of such an integration. In EcoMOD, immersive virtual environments are blended with hands-on interactive computational modeling tools in order to support the co-development of ecological knowledge, complex causal reasoning and computational creation in third grade students. This work has implications for both teachers and designers of educational technologies by illuminating aspects of children’s understanding that researchers, designers and teachers can leverage to support students’ learning of computation and scientific modeling in a reflexive manner.

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