Integrating Agent-based Programming with Elementary Science: The Role of Sociomathematical Norms

TL;DR

This study explores how integrating agent-based programming with elementary science education, supported by sociomathematical norms, enhances students' computational and scientific modeling skills through a long-term classroom-based approach.

Contribution

It demonstrates the effective integration of ViMAP programming with elementary science curricula and highlights the importance of sociomathematical norms in developing computational and scientific modeling skills.

Findings

Integration supports co-development of computational and scientific understanding

Sociomathematical norms facilitate designing better computational models

Long-term classroom implementation is effective

Abstract

How can elementary grade teachers integrate programming and computational thinking with the science curriculum? To answer this question, we present results from a long-term, design-based, microgenetic study where 1) agent-based programming using ViMAP was integrated with existing elementary science curricula and 2) lessons were taught by the classroom teacher. We present an investigation of the co-development of children's computational thinking and scientific modeling and show that the integration of programming with scientific modeling can be supported by the development of sociomathematical norms for designing "mathematically good" computational models.