LDT '23: Proceedings of the 2023 Symposium on Learning, Design and Technology
Author ORCID Identifier
Hillary Swanson https://orcid.org/0000-0001-5953-6780
LuEttaMae Lawrence https://orcid.org/0000-0001-6066-5096
Jared Arnell https://orcid.org/0000-0002-6314-2538
AlLisia Dawkins https://orcid.org/0009-0003-3946-4224
Bonni Jones https://orcid.org/0000-0002-9892-5313
Bruce Sherin https://orcid.org/0000-0003-3299-3126
Uri Wilensky https://orcid.org/0000-0001-9591-3109
Association for Computing Machinery
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
In recent years, science education has shifted focus, from content to practice. This is reflected in the NGSS, which advocate learning science concepts through engagement in science and engineering practices. Theory building is a central activity of science and computational modeling is a key practice through which contemporary scientists construct theory. In this paper, we discuss an 8th grade science teacher's implementation of a computational modeling lesson. The teacher had co-designed the computational modeling microworld and lesson with the research team over the preceding summers. We investigate the teacher's activity during a whole-class discussion near the end of the lesson, to understand her responsive teaching strategies and how the co-designed technology supported her in eliciting and responding to student ideas. We examine the transcript from a follow-up interview to understand her experience implementing the co-designed technology and responsive teaching strategies, and to identify foci of future co-design iterations.
Hillary Swanson, LuEttaMae Lawrence, Jared Arnell, AlLisia Dawkins, Bonni Jones, Bruce Sherin, and Uri Wilensky. 2023. How Co-Designing Computational Modeling Activities Helped Teachers Implement Responsive Teaching Strategies. In Learning, Design and Technology (LDT '23), June 23, 2023, Evanston, IL, USA. ACM, New York, NY, USA, 8 pages. https://doi.org/10.1145/3594781.3594800