Definitions of computational thinking extended by Kafai and Burke (2014) to include computational practices and perspectives that together enable insight into sociological and cultural dimensions, with an emphasis on learning to code so that learners are able to meaningfully participate as critical thinkers, as well as producers, consumers, and distributors of technology.
Published in Chapter:
Computational Participation as a Portal to Collaborative STEM
Ramya Sivaraj (University of Minnesota, USA)
Copyright: © 2019
|Pages: 14
DOI: 10.4018/978-1-5225-9438-3.ch017
Abstract
This chapter explores computational participation as an integrative portal, offering a model for integration across individual disciplines, with an emphasis on the transformative potential of innovative digital practices to engage learners in collaborative science, technology, engineering, and mathematics (hereafter “STEM”) learning. Drawing on sociocultural perspectives and Dewey's experiential learning theory, computational participation in STEM is examined with respect to how learners meaningfully engage with problem-solving strategies, innovative solution design, and multiple iterations of testing. Utilizing examples of interactive digital platforms, such as Scratch and Hypothes.is, this chapter makes a case for how computational participation in STEM creates opportunities for collaborative learning in the virtual and real world, while maintaining a central focus on real world issues. Integrating computational participation in STEM, consequently, supports active, experiential learning, where STEM learners are able to develop transferable conceptual understandings, along with application of skills, such as creativity, critical thinking, communication, and collaboration.