Computational thinking in the Danish high school: Learning coding, modeling, and content knowledge with Netlogo

Research output: Contribution to book/anthology/report/proceedingArticle in proceedingsResearchpeer-review

Standard

Computational thinking in the Danish high school : Learning coding, modeling, and content knowledge with Netlogo. / Musaeus, Line Have; Musaeus, Peter.

SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education. Association for Computing Machinery, 2019. p. 913-918.

Research output: Contribution to book/anthology/report/proceedingArticle in proceedingsResearchpeer-review

Harvard

Musaeus, LH & Musaeus, P 2019, Computational thinking in the Danish high school: Learning coding, modeling, and content knowledge with Netlogo. in SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education. Association for Computing Machinery, pp. 913-918, 50th ACM Technical Symposium on Computer Science Education, SIGCSE 2019, Minneapolis, United States, 27/02/2019. https://doi.org/10.1145/3287324.3287452

APA

Musaeus, L. H., & Musaeus, P. (2019). Computational thinking in the Danish high school: Learning coding, modeling, and content knowledge with Netlogo. In SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education (pp. 913-918). Association for Computing Machinery. https://doi.org/10.1145/3287324.3287452

CBE

Musaeus LH, Musaeus P. 2019. Computational thinking in the Danish high school: Learning coding, modeling, and content knowledge with Netlogo. In SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education. Association for Computing Machinery. pp. 913-918. https://doi.org/10.1145/3287324.3287452

MLA

Musaeus, Line Have and Peter Musaeus "Computational thinking in the Danish high school: Learning coding, modeling, and content knowledge with Netlogo". SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education. Association for Computing Machinery. 2019, 913-918. https://doi.org/10.1145/3287324.3287452

Vancouver

Musaeus LH, Musaeus P. Computational thinking in the Danish high school: Learning coding, modeling, and content knowledge with Netlogo. In SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education. Association for Computing Machinery. 2019. p. 913-918 https://doi.org/10.1145/3287324.3287452

Author

Musaeus, Line Have ; Musaeus, Peter. / Computational thinking in the Danish high school : Learning coding, modeling, and content knowledge with Netlogo. SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education. Association for Computing Machinery, 2019. pp. 913-918

Bibtex

@inproceedings{193673e1a8284dc682c6283b00e44399,
title = "Computational thinking in the Danish high school: Learning coding, modeling, and content knowledge with Netlogo",
abstract = "Computational thinking (CT) is emerging as an important theme in computer science and high school education. However, research is needed to inform high-school teachers how to foster students' development of CT in computer science and other subjects. Evidence suggests that agent-based modeling is a valuable way for students to learn CT in different subjects. This paper reports a teaching experiment where researchers, developers, and high school teachers collaborated to develop six NetLogo models. The models were used in nine Danish High Schools in the following four subjects: Biotechnology, chemistry, biology, and social science. Teachers and students had no or very limited experience with programming. Students build CT and content knowledge by using, modifying, and creating code in the models. This paper provides details for others to adopt the models and the underlying CMC framework, which integrates: Coding, Modeling, and Content. The paper evaluates the results from an open-ended questionnaire with all participating students (n=210) and semi-structured interviews with all teachers (n=15). Thematic analysis was applied to categorize the qualitative data. Results showed that students were able to use, modify, and create code in NetLogo that enabled them to develop CT and content knowledge. The CMC framework represents a fruitful way for teachers to design and teach and for students to tinker with learning CT.",
keywords = "Computational thinking, Computer models, Educational intervention, K-12 education, Teacher professional development, CCTD, #CCTD",
author = "Musaeus, {Line Have} and Peter Musaeus",
year = "2019",
month = feb,
day = "22",
doi = "10.1145/3287324.3287452",
language = "English",
isbn = "978-1-4503-5890-3 ",
pages = "913--918",
booktitle = "SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education",
publisher = "Association for Computing Machinery",
note = "50th ACM Technical Symposium on Computer Science Education, SIGCSE 2019 ; Conference date: 27-02-2019 Through 02-03-2019",

}

RIS

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T1 - Computational thinking in the Danish high school

T2 - 50th ACM Technical Symposium on Computer Science Education, SIGCSE 2019

AU - Musaeus, Line Have

AU - Musaeus, Peter

PY - 2019/2/22

Y1 - 2019/2/22

N2 - Computational thinking (CT) is emerging as an important theme in computer science and high school education. However, research is needed to inform high-school teachers how to foster students' development of CT in computer science and other subjects. Evidence suggests that agent-based modeling is a valuable way for students to learn CT in different subjects. This paper reports a teaching experiment where researchers, developers, and high school teachers collaborated to develop six NetLogo models. The models were used in nine Danish High Schools in the following four subjects: Biotechnology, chemistry, biology, and social science. Teachers and students had no or very limited experience with programming. Students build CT and content knowledge by using, modifying, and creating code in the models. This paper provides details for others to adopt the models and the underlying CMC framework, which integrates: Coding, Modeling, and Content. The paper evaluates the results from an open-ended questionnaire with all participating students (n=210) and semi-structured interviews with all teachers (n=15). Thematic analysis was applied to categorize the qualitative data. Results showed that students were able to use, modify, and create code in NetLogo that enabled them to develop CT and content knowledge. The CMC framework represents a fruitful way for teachers to design and teach and for students to tinker with learning CT.

AB - Computational thinking (CT) is emerging as an important theme in computer science and high school education. However, research is needed to inform high-school teachers how to foster students' development of CT in computer science and other subjects. Evidence suggests that agent-based modeling is a valuable way for students to learn CT in different subjects. This paper reports a teaching experiment where researchers, developers, and high school teachers collaborated to develop six NetLogo models. The models were used in nine Danish High Schools in the following four subjects: Biotechnology, chemistry, biology, and social science. Teachers and students had no or very limited experience with programming. Students build CT and content knowledge by using, modifying, and creating code in the models. This paper provides details for others to adopt the models and the underlying CMC framework, which integrates: Coding, Modeling, and Content. The paper evaluates the results from an open-ended questionnaire with all participating students (n=210) and semi-structured interviews with all teachers (n=15). Thematic analysis was applied to categorize the qualitative data. Results showed that students were able to use, modify, and create code in NetLogo that enabled them to develop CT and content knowledge. The CMC framework represents a fruitful way for teachers to design and teach and for students to tinker with learning CT.

KW - Computational thinking

KW - Computer models

KW - Educational intervention

KW - K-12 education

KW - Teacher professional development

KW - CCTD

KW - #CCTD

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U2 - 10.1145/3287324.3287452

DO - 10.1145/3287324.3287452

M3 - Article in proceedings

AN - SCOPUS:85064396693

SN - 978-1-4503-5890-3

SP - 913

EP - 918

BT - SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education

PB - Association for Computing Machinery

Y2 - 27 February 2019 through 2 March 2019

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