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Table 1 PBL design features, PBL strategies/activities, and associated teacher and student supports to CT

From: Promoting computational thinking through project-based learning

PBL design features PBL key strategies and activities [Supports to CT aspects]
Focus on learning goals Develop performance-based learning goals by integrating core ideas with science practices that intersect with CT [CT1]
Start with diving questions Use Driving Question Board [CT1, 5]
Participate in science practices Select science practices intersected with CT, constructing and revising models, and develop associate learning activities
M1. Characterize problem or phenomenon to model
Use Driving Question Board [CT1]
M2. Define the boundaries of the system
Develop mechanistic model illustration [CT1]
Create a computational model using SageModeler focusing on measurable key elements (variables) [CT2]
M3. Design and construct model structure
Create a computational model using SageModeler focusing on relationships among variables [CT2]
M4. Test, evaluate, and debug model behavior
Run simulation [CT3]
Generate graphs using simulation output [CT4]
M5. Use model to explain and predict behavior of phenomenon or design solution to a problem
Run simulation [CT5]
Generate graphs using experimental or real-world data [CT4]
Create a set of tangible products through collaborative activities Design collaborative learning activities for students to create products
Work in pairs; Share and evaluate products; Communicate their products to others [CT3]
Student products
Mechanistic model illustrations [CT1]
Computational models [CT2]
Data representations [CT3, 4]
Written explanations [CT5]
Scaffold with learning technologies Select technology tools to engage students in CT and support collaborative learning
Driving Question Board [CT1, 5]
SageModeler modeling tool [CT2, 3, 4]
  1. CT1 Problem decomposition, CT2 Computational artifacts creation, CT3 Testing and debugging, CT4 Generating, organizing, and interpreting data, CT5 Iterative refinements