Research

STEM education faces two related challenges. First, our education system is not producing enough computational professionals to fill demand. Second, women and minorities remain significantly underrepresented. We are conducting a Design-Based Implementation Research project to study a model in which computational literacy curricula are embedded throughout required biology, chemistry, physics, and mathematics coursework. This would ensure that every high school student is exposed to computational literacy activities in a context that demonstrates its relevance to real world career paths. We are interested how such curriculum affects student and teachers’ attitudes, identity, and learning. We are also working to understand individual and institutional factors that affect the success of this model in resource-constrained public schools.

Publications

* Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2015). Defining Computational Thinking for Mathematics and Science Classrooms. Journal of Science Education and Technology25(1), 127-147.

Arastoopour Irgens, G., Dabholkar, S., Bain, C., Woods, P., Hall, K., Swanson, H., Horn, M., & Wilensky, U. (2020). Modeling and Measuring High School Students’ Computational Thinking Practices in Science. Journal of Science Education and Technology, 29(1), 137-161.

Arastoopour Irgens, G., Chandra, S., Dabholkar, S., Horn, M., & Wilensky, U. (2019). Classifying Emergent Student Learning in a High School Computational Chemistry Unit. Paper presented at the American Education Research Association (AERA) Conference. Toronto, CA.

Aslan, U., LaGrassa, N., Horn, M., & Wilensky, U. (2020). Code-first learning environments for science education: a design experiment on kinetic molecular theory. Proceedings of the Constructionism 2020 Conference. Dublin, Ireland.

Aslan, U., LaGrassa, N., Horn, M., & Wilensky, U. (2020). Putting the Taxonomy into Practice: Investigating Students’ Learning of Chemistry with Integrated Computational Thinking Activities. Paper accepted for presentation at the American Education Research Association (AERA) Conference. San Francisco, CA.

Aslan, U., LaGrassa, N., Horn, M., & Wilensky, U. (2020). Phenomenological Programming: a novel approach to designing domain specific programming environments for science learning. Proceedings of the ACM Interaction Design and Children (IDC) conference. London, United Kingdom.

Bain, C., Anton, G., Horn, M., Wilenksy, U. (2020). Using Blocks-based Agent-based Modeling for Computational Activities in STEM Classrooms. Paper presented at the 2020 Blocks and Beyond Conference.

Bain, C., Anton, G., Horn, M., Wilensky, U. (2020). Back to Computational Transparency: Co-design with Teachers to Integrate Computational Thinking in Science Classrooms. Proceedings of the International Conference for the Learning Sciences (ICLS 2020), Nashville, USA: ISLS.

Bain, C., Dabholkar, S., & Wilensky, U. (2020). Confronting Frame Alignment in CT Infused STEM Classrooms. Proceedings of the Computational Thinking Education (CTE) 2020 Conference. Hong Kong, China.

Bain, C., & Wilensky, U. (2020, February). Vectors of CT-ification: Integrating Computational Activities in STEM Classrooms. In Proceedings of the 51st ACM Technical Symposium on Computer Science Education (pp. 1361-1361).

Beheshti, E., Weintrop, D., Orton, K., Horn, M. S., Jona, K., Trouille, L., Wilensky, U. (2015). Bringing Expert Computational Practices into High School Science Classrooms. NARST Annual International Conference (NARST 2015).

Dabholkar, S., Peel, A, Anton, G., Horn, M. & Wilensky, U. (2020). Analysis of teachers’ involvement in co-design and implementation of CT (Computational Thinking) integrated biology units. Paper accepted for presentation at the American Education Research Association (AERA) Conference, San Francisco, CA, USA.

Dabholkar, S., Arastoopour Irgens, G., Horn, M., & Wilensky, U. (2020). Students’ epistemic connections between science inquiry practices and disciplinary ideas in a computational science unit. Proceedings of the International Conference for the Learning Sciences (ICLS 2020), Nashville, USA: ISLS.

Dabholkar, S. & Wilensky, U. (2020). Designing computational models as emergent systems microworlds to support learning of scientific inquiry. Proceedings of EpiSTEME8 ⁠International Conference to review research in Science, Technology and Mathematics Education, Mumbai, India.

Dabholkar, S. & Wilensky, U. (2019). Designing ESM-mediated collaborative activity systems for science learning. Proceedings from International Conference of Computer Supported Collaborative Learning 2019, Lyon, France.

Kelter, J. Z., Emery, J. D., & Wilensky, U. (2020). Learning About Diffusion at Two Levels: Micro-scale-computational to macro-scale-analytical. American Society of Engineering Education.

Kelter, J. Z., Peel, A., Bain, C., Anton, G., Dabholkar, S., Aslan, Ü., Horn, M., & Wilensky, U. (2020). Seeds of (r)Evolution: Constructionist Co-Design with High School Science Teachers. Proceedings of Constructionism 2020 Conference.

Orton, K., Weintrop, D., Beheshti, E., Horn, M. S., Jona, K., & Wilensky, U.  (2016). Bringing Computational Thinking into High School Mathematics and Science Classrooms. Proceedings of the International Conference of the Learning Sciences (ICLS) 2016. Singapore: International Society of the Learning Sciences, 706-712.

Martin, K., Bain, C., Swanson, H., Horn, M., Wilensky, U. (2020). Building Blocks: Kids Designing Scientifici, Domain-specific, Block-based, Agent-based Microworlds. Paper submitted the International Conference of the Learning Sciences (ICLS) 2020, Nashville, TN.

Peel, A., Dabholkar, S., Granito, T. Teaching Experimental Design with Computational Thinking (2020, November). Poster presented at the National Association of Biology Teachers (NABT). 2019 November 14-17; Chicago, IL.

Peel, A., Dabholkar, S., Anton, G., Horn, M., & Wilensky, U.  (2019). Teachers’ professional growth through co-design and implementation of computational thinking (CT) integrated biology units. Annual Meeting of the Association of Science Teacher Education (ASTE) 2019. San Antonio, TX.

Peel, A., Dabholkar, S., Granito, T.  (2019). Teaching Experimental Design with Computational Thinking. Poster presented at the National Association of Biology Teachers (NABT). 2019 November 14-17: Chicago, IL.

Peel, A., Dabholkar, S., Anton, G., Horn, M., & Wilensky, U. (2020). Teachers' professional growth through co-design and implementation of computational thinking (CT) integrated biology units. Presented at the Annual Meeting of the Association of Science Teacher Education (ASTE). January, 2020. San Antonio, TX.

Peel, A., Dabholkar, S., Anton, G., Wu, S., Wilensky, U., & Horn, M. (2020). A Case Study of Teacher Professional Growth Through Co-design and Implementation of Computationally Enriched Biology Units. Paper submitted to the International Conference of the Learning Sciences (ICLS) 2020, Nashville, TN.

Pei, C., Weintrop, D. & Wilensky, U.  (2018). Cultivating Computational Thinking Practices and Mathematical Habits of Mind in Lattice Land. Mathematical Thinking and Learning20(1), 75-89.

Swanson, H., Arastoopour Irgens, G., Bain, C., Hall, K., Woods, P., Rogge, C., Horn, M., & Wilensky, U.  (2018). Characterizing Computational Thinking in High School Science. In Kay, J. & Luckin, R. (Eds.), Rethinking Learning in the Digital Age. Making the Learning Sciences Count: Proceedings of the 13th International Conference of the Learning Sciences, Vol. 2, 871-878. 

Swanson, H., Anton, G., Bain, C., Horn, M., & Wilensky, U. (2019). Introducing and Assessing Computational Thinking in the Secondary Science Classroom. In Computational Thinking Education (pp. 99-117). Springer, Singapore.

Weintrop, D., Beheshti, E., Horn, M. S., Orton, K., Jona, K., Trouille, L., Wilensky, U. (2014). Defining Computational Thinking for Science, Technology, Engineering, and Math. Poster presented at the annual meeting of the American Education Research Association (AERA'14). 

Weintrop, D., Beheshti, E., Horn, M.S., Orton, K., Trouille, L., Jona, K., Wilensky, U. (2014). Interactive Assessment Tools for Computational Thinking in High School STEM Classrooms. Proceedings of INTETAIN 2014, Chicago IL. 

Wilensky, U., Brady, C. E., & Horn, M. S. (2014). Fostering computational literacy in science classroomsCommunications of the ACM, 57(8), 24-28.

Wu, S. P., Peel, A. M., Bain, C., Anton, G., Horn, M. S. & Wilensky, U. (2020). Workshops and co-design can help teachers integrate computational thinking into their K-12 STEM classes. Proceedings of the Computational Thinking Education (CTE) 2020 Conference. Hong Kong, China.

Wu, S.P., Anton, G, Bain, C, Peel, A., Horn, M.S. & Wilensky, U. (2020). Engage Teachers as Active Co-Designers to Integrate Computational Thinking in STEM Classes. Presented at NARST Annual International Conference (NARST 2020), Portland, Oregon.

Other Useful CT Publications

Tools, Software, & Curricula

Videos