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GK-12 DISSECT: Incorporating computational thinking with K-12 science without computer access

机译：GK-12解剖：在没有计算机访问的情况下使用K-12科学的计算思维

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Computational Thinking (CT) introduces computing concepts and demonstrates their usefulness in many other disciplines. CT principles such as algorithmic problem solving, abstraction, modeling and simulation, are integrated into existing STEM (Science, Technology, Engineering, Mathematics) curricula by DISSECT (DIScover SciEnce through Computational Thinking). By pairing a local K-12 teacher with a graduate fellow, DISSECT provides instruction and resources as instruments that are pertinent to each specific discipline. These skills in problem-solving and abstract reasoning are necessary for students to be able to compete in the modern and future job markets. DISSECT works to provide these skill-sets to students and classrooms that lack access to computers. The K-12 teachers and graduate fellows work together to develop modules that are capable of teaching CT concepts that are directly tied to their current curriculum while removing the need for access to computer systems. This paper will focus on the modules developed and executed in middle and high school classrooms, emphasizing the creative ways explored to operate in a computer-free environment discussing the strengths and weaknesses of different approaches, while qualitatively assessing student engagement, learning, and interaction which is gathered through teacher interviews, observations and informal talks with students.
机译：计算思维（CT）介绍的计算的概念和演示在许多学科它们的有用性。 CT原则，如算法解决问题，抽象，建模与仿真，是（通过计算思维探索科学版）集成到现有的STEM（科学，技术，工程，数学）课程的剖析。通过配对本地K-12老师研究生老乡，剖析提供指导和资源，这是相关每个特定学科的仪器。这些技能在解决问题和抽象推理是必要的学生能够在现代和未来就业市场的竞争。解剖工作提供这些技能组合，以缺乏接触电脑的学生和教室。在K-12教师和研究生研究员共同开发能教那些直接关系到他们目前的课程，同时消除了对访问计算机系统的必要性CT概念的模块。本文将重点放在初中和高中的教室开发和执行的模块，强调探索在自由计算机环境讨论的优势和不同方法的弱点操作创造性的方式，而定性评估学生的参与，学习和互动这通过教师访谈，观察和与学生的非正式会谈聚集。

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