Inger-Marie Falgren Christensen, imc@sdu.dk
This project investigates how computational thinking (CT) and tangible, computational things can be made relevant for humanistic subjects and contribute to students’ creative problem solving within the subject area in question. A design-based research (DBR) approach is used, and interventions have been developed in collaboration with teachers from Philosophy and Media Studies at SDU. The design of interventions was partly theory-driven, i.e. underpinned by a theoretical framework viewing learning as situated and cognition as embodied, and partly challenge-driven, i.e. taking the point of departure in pedagogical challenges experienced by the participating teachers. The common pedagogical challenges identified were that students have difficulties transforming and combining abstract concepts and topics into viable ideas and are insecure as to what constitutes a viable idea in their specific subject. The focus of the design effort was therefore how CT and computational things can support students in investigating and understanding the abstract concepts of their subject, in generating viable ideas and formulating interesting research questions for papers and projects, and in sharing and discussing ideas and RQs, giving and receiving constructive feedback on these.
The developed interventions were empirically tested with students from Philosophy and Media Studies in two iterations and once with students from Design Research 1, involving data collection and analysis with subsequent improvements to the interventions. The project is now in the final DBR stage consisting of data analysis, reflection and theory development.
One of the contributions of the project is a non-STEM CT method, namely computing with concepts using tangible, computational tools that shows potential with regards to enabling students’ individual as well as collaborative exploration of abstract concepts, idea generation and sharing and engaging in constructive discussions of these ideas. However, a few students reject the idea of tangible tools in HE which deserves further study.
Duration: 2020-2023
For more information on the project, as well as an introduction of the CT method, see:
Christensen, I.-M. F. (2022). LC: Computational thinking. https://dkgl.dk/ressourcer/computationalthinking/#/
Christensen, I.-M. F. (2023). Integrating computational thinking in humanistic subjects in higher education. In M. Specter, B. B. Lockee, & M. D. Childress (Eds.), Learning, Design, and Technology. Springer. https://doi.org/https://doi.org/10.1007/978-3-319-17727-4_180-1
Christensen, I.-M. F. (2023). Computing with concepts using tangible, computational tools – a 21st century competency for teachers and students in the humanities. Tidsskriftet Læring og Medier, LOM, (15)27. https://doi.org/10.7146/lom.v15i27.134149