Thank you for watching our video! Science+C introduces high school students to computer science and computational modeling through core biology, chemistry, and physics classes. While engaging in Science+C units, students can deepen their understanding of mechanisms that drive phenomena by using, decoding, and modifying computer models. Students observe models in action; analyze key mechanisms in the model, assess their validity of those mechanisms in terms of what they know about the scientific phenomenon, and then modify the code to answer new questions or address their validity concerns.  Finally students run new experiments to assess the impact of their modifications.

In this video, some of our amazing facilitators (who are experienced in teaching the Science+C units) share their impressions of the benefits to incorporating computer modeling and simulation into their teaching. 

Science+C is a partnership between the Massachusetts Department of Elementary and Secondary Education ( MA DESE) and Education Development Center (EDC).  With NSF funding, we are studying the impact of the Science+C curriculum—whether students enrolled in the Science+C courses demonstrate higher levels of science knowledge and computational thinking skills than students who are enrolled in the same science topic courses but without computational enhancement. Teachers from 25 districts in Massachusetts and New Mexico have been implementing the units with their students as part of this study.

Please ask us questions!

Thanks, Irene. One aspect I appreciate about Science+C is that the program introduces every student to computer science (CS) and computational modeling, even in schools that don't offer a formal CS class. Through their core biology, chemistry, and physics classes, students explore computer models and then think about the validity of the data and models being presented. What is missing? What other questions could this model answer? What is the code that is driving the model? And how could I modify the model to account for different scenarios? Then they get to experiment by changing the code! Students have found this very empowering, and at the same time, they're "getting" the science concepts.

What challenges have you had, if any, integrating computing and science?

Very interesting and important work.  I know it may be early to have results, but I'm interested in what assessment you are doing - to look both at understanding of the science concepts involved, as well as the computational thinking development?  Also, how are teachers reacting to the platform, and are you finding that they are seeking additional background in computing in order to use them?

Thanks for sharing this amazing project!

The use + decode +modify approach seems very effective in engaging students with computational modeling. We have been designing a project and programming environment with similar goals (you can watch our video here) so I would love to know more about your work. Do you have any website or publication to share?

Also, similar to Joan's question, have you used any framework to define which componentes of computing/CT are targeted in each unit from Science+C? In addition, I wonder which tools you have been using in this project (I could see NetLogo in the video).

I enjoyed watching the video for your project.  I am part of a team that has been researching the impacts of using programming to teach mathematical reasoning. One of the benefits we have noted is shared between out projects.  Namely, integrating CS into core courses exposes all students to computing. Though our current project has been focused on 7^th and 8^th grade math classrooms, we have utilized our instructional model in science classrooms as well.  We have a high school forensics lesson, an 8^th grade science lesson about waves, and a high school bioinformatics lesson. These lessons were developed in conjunction with Physics faculty members and local science teachers.  It is our belief that this method can be useful across many academic disciplines and leads nicely into interdisciplinary lessons.  Thanks for sharing your work!

Hello Science + C Team-

I love the ingenuity of placing foundational computer science into courses that students are already taking. Genius! Can you share a bit about how the curriculum changes from course to course? For example, are the units more advanced in the physics vs biology courses? OR do you assume that all of the students regardless of their science course have had equal minimal exposure to CS? Do you have students who have been exposed to the units over multiple years and across all three courses? How is the intervention structured. I look forward to learning more.

Our website is:  https://scienceplusc.org/

We have not yet had students exposed to more than one year of Science+C.  The three courses were developed to help students move through the use/decode/modify trajectory.  We expect students will spend less time being introduced to the technology and use/decode/modify process and move more quickly into learning the science through the simulations.

We also developed, but have not yet field tested 4 units in AI through Data which we will be field testing this upcoming year.

Scientists today use modeling and simulation and work with data on a daily basis as they solve problems, discover and innovate.  We are very excited to be able to help high schoolers develop the foundational skills and work processes used in today's scientific enterprise. It is our belief that this will "advantage" them as they move along a STEM career path. Interested in Science+C?   If you are interested in using Science+C (either the modeling/simulation units and/or the AI through Data units) - please contact us and we will keep you in mind when we are ready to scale. 

Website:   https://scienceplusc.org/