Use the Computational Systems Modeling framework to guide curriculum integration, learning-tool design, and assessment of ST and CT¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 review), q1 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The authors propose three uses of their framework: guiding curriculum developers and teachers in integrating ST and CT through modeling across multiple STEM courses; assisting software developers and curriculum designers in building learning tools and pedagogical supports involving modeling, ST, and CT; and helping researchers and teachers measure learners' understanding and application of modeling, ST, and CT. The framework's operationalizable aspects and sub-aspects are intended to make learner progress monitorable.

Design Implications¶

Context¶

Requirements¶

• Educators and developers attend to the five modeling practices and the mapped ST/CT aspects for each practice

Constraints¶

Target Learners¶

• K-12 learners across STEM disciplines

Target Learning Goals¶

• Integrating ST and CT in modeling
• Measuring learner progress in modeling, ST, and CT

Affordances¶

• Computational Systems Modeling Framework

Claims¶

• Systems thinking alone is insufficient for investigating complex systems with time delays and feedback, motivating the addition of computational thinking [+W]
• The framework treats systems thinking and computational thinking as co-equal, separate entities within the context of modeling [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Namsoo Shin, Jonathan Bowers, Steve Roderick, Cynthia McIntyre, A. Lynn Stephens, Emil Eidin, Joseph Krajcik, Daniel Damelin. (2022). A framework for supporting systems thinking and computational thinking through constructing models. Instructional Science. https://doi.org/10.1007/s11251-022-09590-9