Exploration simulations increased with teaching age level and were concentrated in secondary science subjects¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2026 · checked against its sources 2026-10-07 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Among secondary teachers, 66% of exact/life-science scripts but 30% of humanities/social-science scripts were demonstration-and-exploration simulations, versus near-zero at preschool and elementary levels. → Ragonis 2026

Evidence¶

Ragonis 2026¶

Ragonis, N., & Hazzan, O. (2026). Computational Thinking Across Disciplines: A Taxonomy of Pedagogical Approaches as Reflected in Prospective Teachers’ Simulations of Computational Processes. Informatics in Education, 25(1), 173–199. https://doi.org/10.15388/infedu.2506.019

q2 · i? · qualitative · r2

Descriptive distribution analysis by future teaching age group and subject area (Table 6). Percentages of exploration simulations "increased among the prospective middle and high school teacher population, from 0% to 30% in the humanities and social sciences and from 7% to 66% in the exact sciences and life sciences".

"while 30% developed “for demonstration and exploration” simulations on topics from the humanities and social sciences, 66% created such simulations in the exact sciences and life sciences"

Discussion¶

Related Claims¶

• Prospective teachers can identify and script computational processes across all knowledge domains, including humanities and social sciences — related
• Inquiry-based exploration simulations were significantly more likely in exact and life sciences than humanities and social sciences — possibly the same claim (merge candidate)
• Most prospective teachers produced dynamic simulations rather than tutoring scripts, with 46% adding inquiry-oriented exploration — related