View the Library

Research on the Development of Computational and Systems Thinking in Middle School Students through Explorations of Complex Earth Systems (2017)

Description

The Building Systems from Scratch project is using multiple cycles of design-based research to integrate systems and computational thinking into middle school learning about climate science by interweaving game design and climate science learning. Students explore a systems and socio-ecological approach to learning about intersections between computation and climate change dynamics. The project is based on the idea that when young people build games, they construct knowledge at the same time. We are developing and testing the idea that students learn systems thinking and climate science better by building games than by direct instruction or student inquiry alone. We are also developing and testing the learning environment in which students build games. It includes students as knowledge producers, collaborative structures of pair programming, developing classroom networks of distributed expertise, art studio-inspired critique sessions, and a focus on game design as consisting of three related elements, reality, meaning, and play.

NSF Award: 1542954

Discussion

6 Comments

Inline Feedbacks

View all comments

Gillian Puttick

November 13, 2023 2:35 pm

Much research attention has been focused on learning through game playing. However, very little has been focused on student learning through game making, especially in science. We integrated game making into a climate change unit for 8th grade, conjecturing that a curricular emphasis on systems across climate systems, game design, and computational thinking practices provided a context designed to synergistically supported student learning. Our research findings suggest that game design is a promising context for supporting student learning when integrated in science. However, like most efforts that integrate computing in science, there are tradeoffs between focusing on content and taking the time to learn the technology. What has been your experience with integration? We look forward to discussing this design dilemma with you!

Judy Storeygard

November 15, 2023 8:46 am

Thank you for this very clear, informative video. It sounds like you have found game design to be a promising area for student learning. As you expand the project, it will be interesting to find out what factors make implementation particularly successful and how learners who have not been successful in traditional STEM classes engage with this context.

Gillian Puttick

November 16, 2023 1:16 pm

Reply to  Judy Storeygard

Hi Judy, I agree, that is one area that would be really fruitful to follow up on. We have anecdotal evidence from teachers that they’ve seen their less successful students absolutely shine when they engage in game design – and as they take a mentoring role in the classroom to help others with their programming challenges.

Judy Storeygard

November 16, 2023 6:24 pm

Reply to  Gillian Puttick

Gilly: That sounds very promising. I do hope you can follow up on that—case studies, or strategies that worked to encouraged mentoring etc.
Judy

Nickolay Hristov

November 18, 2023 8:17 am

Very clear narrative in the first part of the video. Really easy to follow the premise of the project. Just this past week I was revisiting the progression from LOGO to Scratch at MIT. Fascinating work. You seem to get it when it comes to “tinkering”. Where is the project now? Is it still active?

Gillian Puttick

November 21, 2023 9:39 am

Reply to  Nickolay Hristov

Hi Nick – alas, the original teachers who participated have had to drop the project due to changes in district requirements – the sad fate of many TERC innovations I’m afraid! However, we’re working with our partners at Northeastern where they’re researching to adapt Dr. Scratch, an online tool for analyzing computational thinking in Scratch artifacts, to make it a more equitable tool and improve its usability for teachers for formative assessment.