Thinking Thru Making: Mapping Computational Thinking Practices onto Scientific Reasoning

Abstract This paper shares findings from a teacher designed physics and computing unit that engaged students in learning concurrently thru inquiry. Using scientific inquiry skills practices, were tasked with assessing the validity of local rollercoaster g-force ratings as posted to public. Students used computational electronic textile circuits (e-textiles) engage “myth busting” amusement park ratings. In doing so, thinking service answering their Findings this study indicate classes are ideal spaces for engaging computing’s Big Ideas laid out by Grover Pea (Educational Researcher 42, 38–43, 2013) well pillars (Wing, Communications ACM 49, 33–35, 2006). However, essential dual engagement is need content act better acquisition within classroom space. teachers’ use e-textiles integrate broadened deepened student providing affordances structure physical science