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Promoting computational thinking through project-based learning.

Namsoo Shin1, Jonathan Bowers1, Joseph Krajcik1

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Project-based learning (PBL) integrates computational thinking (CT) through modeling. This approach engages students in authentic science practices, fostering problem-solving skills in physical science education.

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Area of Science:

  • Science Education
  • Computational Science

Background:

  • Computational thinking (CT) involves problem-solving approaches applicable to scientific phenomena.
  • Project-based learning (PBL) facilitates active learning and authentic scientific practice.

Purpose of the Study:

  • To introduce PBL features for developing CT through modeling.
  • To support technological, curricular, and pedagogical integration of CT in science education.

Main Methods:

  • The study outlines CT aspects and PBL foundations.
  • It details PBL design features for CT support via modeling.
  • A curriculum example for high school physical science is provided.

Main Results:

  • PBL design features can effectively promote CT development.
  • Student models illustrate the application of these features.
  • The evaporative cooling unit serves as a practical example.

Conclusions:

  • PBL offers a viable framework for teaching CT in science.
  • Integrating CT through modeling enhances students' problem-solving abilities.
  • This approach aligns with authentic scientific and engineering practices.