Scientific Inquiry in Middle Schools by combining Computational Thinking, Wet Lab Experiments, and Liquid Handling Robots

被引：7

作者：

Fuhrmann, Tamar ^{[1
]}

Ahmed, Deeana, I ^{[1
]}

Arikson, Len ^{[2
]}

Wirth, Mike ^{[2
]}

Miller, Mark L. ^{[2
]}

Li, Ethan ^{[3
]}

Lam, Amy ^{[3
]}

Blikstein, Paulo ^{[1
]}

Riedel-Kruse, Ingmar ^{[4
]}

机构：

[1] Columbia Univ, Teachers Coll, New York, NY 10027 USA

[2] Learningtech Org, San Carlos, CA USA

[3] Stanford Univ, Dept Bioengn, Stanford, CA 94305 USA

[4] Univ Arizona, Dept Mol & Cellular Biol, Tucson, AZ 85721 USA

来源：

IDC '21: PROCEEDINGS OF INTERACTION DESIGN AND CHILDREN 2021 | 2021年

基金：

美国国家科学基金会;

关键词：

Computational thinking; computational literacy; hands-on experimentation; science labs; robotics; SCIENCE; BIOLOGY;

D O I：

10.1145/3459990.3465180

中图分类号：

TP39 [计算机的应用];

学科分类号：

081203 ; 0835 ;

摘要：

Computational thinking (CT) is necessary for Science, Technology, Engineering, and Mathematics (STEM) literacy, but it can be difficult for many students to develop and it is challenging to integrate into science curricula. Here, we present a five-session curriculum where sixth-grade students programmed a Liquid Handling Robot (LHR) to conduct a science experiment while engaging in CT. We used a mixed-methods approach to assess how the curricular integration of robotics and science experimentation advances students' CT skills and perceptions of computation in science. We identified growth in CT skills, specifically regarding Algorithmic Thinking. Students identified as key advantages of this approach the increased precision in experimental procedures, time-efficiency, and easier debugging. This course provides a proof of concept curriculum on how the implications for teaching and learning of CT can be assessed, and how CT and robotics can be brought to science classrooms, especially for chemistry and biology.

引用

页码：444 / 449

页数：6