This chat includes a discussion of topics of interest to K-8 teachers who teach and/or integrate computer science.The Computer Science Teachers Association is a membership organization that supports and promotes the teaching of computer science and other computing disciplines. CSTA provides opportunities for K–12 teachers and students to better understand the computing disciplines and to more successfully prepare themselves to teach and learn.
Welcome to tonight’s #csk8 Integrating CS into Science Class chat moderated by @Todd_Lash & @visionsbyvicky
This is our first in a series of chats about cross-curricular integration of CS.
#csk8 is a structured chat. Questions are numbered Q1 for Question 1, Q2 for Question 2. Your answers should start with A1 for the answer to Q1, A2 to answer Q2, etc.
I am Sheena, a K-8 CS teacher in California for 9+ years. Teaching Python, Scratch, JavaScript, Arduino, micro:bit and more! And helping integrate CS into Science classes in the district #csk8
#csk8 Mark Miller here. Currently writing a proposal for R&D related to bringing CS into NGSS Science Classrooms. I'm the ED at https://t.co/LP2bL8AMzE
#csk8 Yes, that seems the logical place. It is still possible to submit STEM+C in particular, although there are other relevant RFPs as well as other agencies to consider. I am writing with the STEM+C model in mind, anyway.
A1: Advantage - Access to some CS education to ALL students. Since Science is a required class, everyone gets some CS if we integrate CS in Science. They also see how CS is used in Science. #csk8
A1 #csk8 Advantages of integrating CS into Sci include: (a) (paraphrasing Seymour) "you can't learn about programming without learning about programming SOMETHING" (b) both will benefit (c) helps solve "time in schedule" issues (d) science teachers are more receptive than others
A1. Just like other technologies computer science should not live in a vacuum it should have a real life application that students can instantly comprehend-MEANING #csk8
#CSK8 I was very disappointed when NGSS hinted strongly about computational models, collecting data, etc but never came out and stated CS. The CSTA standards have filled the gap
A1: many scientific things can be better understood through CS tools. Using a @makeymakey is a great way to help students understand how circuits work while also learning about events in @scratch#csK8
A1 computing add a lot of power to science class in middle school, esp in areas where there is data to crunch or visualize. This can limit it to middle school or kids that are ready for text. I'd love to know more about what computing can in younger grades #csk8
Love this idea of the added power of computing. Some basic modeling happenings in block-based program and some data collection via sensors among other things. #csk8
Yes and that is why we added CS into Science before offering a CS elective at our middle schools. We wanted to first provide access of some kind to ALL students before providing a more in-depth class to some students. #csk8
A2: a huge challenge is that elem teachers often struggle to fit science into their day, so if science lessons get cut from the agenda, that’s means the CS lesson would get cut too #csK8
#csk8 Also, much school science is "qualitative" because Ss don't have math skills required. The entire Logo vision was to create a different way to think about mathematical ideas: procedural, body centric, etc. -- more accessible -- so pre-Calculus science can be more rigorous
A2: If sstudents don't have a foundation in CS you can lose a lot of time giving it to them at the cost of less time in science. It is a tough balance at times. #csk8
A2: I spoke with a few Science teachers at my school today about his very questions and most of them said they just don't feel prepared to teach CS. I think reaching out to content area teachers and collaborating on lessons would help. #csk8
A2: I say this as a former science teacher but some of challenges resides in science classes being devoted to covering a multitude of topics. It is a little better now with more investigations. But there is a weak understanding of data beyond graphs and averages #csk8
A2 For the classroom Ts on my campus, having access to an adequate number of devices has been an issue. We have been working on that and being flexible with computer lab time. Also, lots of standards to teach before adding CS to the mix #csk8
A2: PD . Making time for Science teachers to learn ways they can integrate CS into their classes. Thanks to NGSS, the reason to do so is clear, so more teachers / districts are now making time to do this PD #csk8
I’ll have my students in #computationalthinking in math and science @westernuEdu class check out this hashtag! Great topic! Sensors and programmable devices are a great way to integrate CS into science class! #csk8
A2: I spoke with a few Science teachers at my school today about his very questions and most of them said they just don't feel prepared to teach CS. I think reaching out to content area teachers and collaborating on lessons would help. #csk8
#csk8 A2 Overall school day time is less of a challenge but science specific time more challenged. But the tests are not quite as high stakes, so depth and relevance can partly overrule "must cover everything" breadth
To paraphrase: Because of the vast amount of topics to be covered, the added power of computation cannot be applied to help students reach deeper levels of understanding? #csk8
Yes it would have been wonderful if NGSS had just used the word CS directly somewhere - instead of letting others - mainly the CS folks to show that it is the same thing. Computational thinking is also a lot harder to explain to anyone. #csk8
#csk8 I want to explore using AppInventor or Snap for collecting data, and NetLogo or Star Logo Nova for building models. The key is that simulations are created by the students, rather than just letting them change sliders on simulations whose operation they don't understand.
In reply to
@lisaannefloyd, @Todd_Lash, @westernuEdu
A3 I have a really great “intro to MakeyMakey” lesson that connects to conductivity and exploring conductive materials, but it’s not yet in a shareable format. Soon!!! #csk8
#csk8 I am starting to approach districts who need this, about offering PD including "in situ" support for rolling out example modules. It is important that outside consultants work to make their presence unnecessary eventually though!
A2: The advantages of integrating CS into science outweigh the cons I do think one of the greatest dangers we face is the potential negative impact on students' STEM/CS identities if teachers are not properly trained and continuously supported. #csk8
A3 This lesson https://t.co/8Qv9i5juQv from #Google's Applied Digital Skills teaches skills invaluable to organizing any student projects in science #csk8
#csk8 Well said. We are too focused on breadth of topics and not focused enough on "deep dives" where Ss experience the power of big ideas on authentic projects
A3- A project I helped develop uses #microbit to program sensors that determine CO2,humidity,temperature values in the classroom & compares them to the ISS values.Students design experiment to change their environment to improve classroom conditions. #csK8https://t.co/xtWLobQHb4
A1: I think the science and engineering practices called out in NGSS paved a clear road for integration of CS in science. The practice of modeling scientific phenomena has been a powerful place to engage students and teachers in CS integration. #csk8
#csk8 and many argue about what "computational thinking" even means. Some try to equate w computer literacy. Others say it is just "mathematical thinking" as in great work of Polya. Others blur it w "design thinking" -- as a community we need to agree on and promulgate crisp def!
A3: I stumbled across some great Bee Bot + science mat activities in TpT the other day - inspiration to create my own versions (again, forthcoming!) https://t.co/t6JmdVoIXb#csk8
#csk8 It is surely implied but they should have explicitly stated the connection, even if they didn't attempt to define the CS standards, which was beyond their scope
A3 These are my current 3rd graders' first @scratch & @makeymakey projects. They researched a science topic and made interactive posters to share their learning. #csk8
Q4: Typically when we see integration into core content areas, it is with programming. Are there CS concepts other than programming that can be integrated into science class and how would we do this? https://t.co/unFhLNDywc#csk8
A3 I have done a great deal of work engaging students in scientific modeling using Scratch. In addition, we are not working on integrating the microbit and sphereo into physical science lessons where applicable. #csk8
There was a great thread in last week with @yadavaman@guzdial@shuchig and others all having a say. It's very interesting read if you can find it. #csk8
In reply to
@mlmiller, @Sheena1010, @DrThomasHo, @yadavaman, @guzdial, @shuchig
#CSK8 I was very disappointed when NGSS hinted strongly about computational models, collecting data, etc but never came out and stated CS. The CSTA standards have filled the gap
A3 #csk8 We are currently doing small pilots at middle schools with a 2nd generation liquid handling robot, built using an Arduino Mega and laser cut plastic. Earlier versions using Lego written up here: https://t.co/6b5QX8zMLT
High school Ss could build future ones in makerspace
A4 currently writing lessons for @hellorubyworld Journey Inside the Computer and realized that an input/output and sensor activity I included could easily tie into science. Like taking about temp or moisture sensors in more depth. 🤔🤔 #csk8
A4:I like where this question is leading. While using Scratch to make a prezabout a science concept is a good start, we can go much deeper. Ideas such as abstraction, data, algorithms, modeling could be area for exploration. I’d like to think what we could do w/o computers #csk8
Q4: Typically when we see integration into core content areas, it is with programming. Are there CS concepts other than programming that can be integrated into science class and how would we do this? https://t.co/unFhLNDywc#csk8
Q5: When integrating CS into science classes, how do you decide when to teach new concepts? Is it possible to teach a new concept in both science and CS at the same time? #csk8
#csk8 There is some data showing that even students w prior text coding experience show higher achievement w block coding. Much as I personally prefer text, I think in Science (even middle school) block coding can suffice, being more inclusive. All students do better
Sure thing! Can you give an example about how the computational idea of abstraction is integrated in or used to teach a science concept in your work? #csk8
In #CT4EDU project, we are working with elem. Ts to bring decomposition, abstraction, debugging, patterns into science. Unplugged first, then plugged. #csk8
Sure! This is the studio where the projects get turned in. Some are still works in progress. More will be added as more classes have their turn in the STEM Lab, https://t.co/g84OD8xJoR#csk8
My projects are also in development but a few lessons I did last year was 3rd grade graphing, scaling, 3D printing. Another first grade storytelling with Scratch Jr. 5th grade chicken business uses Sheets and Forms to track business. #csk8
#csk8 Reductionism is in some sense inverse of abstraction. Ss should see that explanation at any level (say electron/nucleus model of atoms) arises from next level down (subatomic particles etc) and all arise from a few really big ideas such as gravitational/electrical forces
A4 #csk8 I always like to relate the DNA model to Binary/Octal/Decimal representation. It happens to be based on 4 possible values instead of 2, but it is a very CS-y idea. All the good stuff happens at the intersections of disciplines.
A5 I usually get to piggy back of of science work done in the classrooms, but I do think it would be possible to teach 2 new concepts at once, but it would need to be well planned/scaffolded of course. #csk8
A5: Yes. You use Science concepts as the content area around which you are coding/ or collecting data/ analyzing data. It does help if you can front load the Science or the CS ideas separately of course #csk8
A6 #csk8 Science Ts need PD before, during, & after trying to integrate CS, if they do not begin w that background. By during, I mean having a colleague w CS background + some science background in the room to support them as they get underway. After is comparing notes w cohort
#csk8 I think bootstrapped use Scheme, the most elegant dialect of Lisp. I love it but it hasn't caught on widely. Snap! is a block-based (Scratch-like) equivalent to Scheme.
In reply to
@VisionsByVicky, @lisaannefloyd, @meechele7, @Todd_Lash, @westernuEdu
I can see that. I do love the programmable devices and sensors with block code to apply CS with a purpose for science investigations... can more readily explore both CS and science concepts. #CSK8
A5 Finding the balance between the science and the CS is possible and encourages more sci teachers to integrate CS. If they feel students are really using their understanding of DCIs and SEP's then teachers are more likely to look for opportunities for integration #csk8#csk8
I love Python too! Have been working on a Python book for the past year FYI. Creative Coding in Python: 30+ Programming Projects in Art, Games, and More b... https://t.co/fFta2PCvuy via @amazon#csk8
In reply to
@lisaannefloyd, @mlmiller, @meechele7, @Todd_Lash, @westernuEdu, @amazon
Right now we don’t have enough CS teachers to handle a CS program in every high school, Not yet able to have cs coaches in schools w/ the science teachers, sorely needed. #csk8
A6 #csk8 Science Ts need PD before, during, & after trying to integrate CS, if they do not begin w that background. By during, I mean having a colleague w CS background + some science background in the room to support them as they get underway. After is comparing notes w cohort
A7 #csk8 Assessment has to include rubric elements both for the CS aspects and for the core science aspects. Projects should demonstrate competency or master of elements of both, and ideally show parallels
A7 : Assess the Science and not the CS - at least that is what I think. It is not the quality of code, but does it work for example. It is not a CS class . #csk8
Teacher capacity in general is a problem. CS is no different other than our schools of education generally have not caught on to the demand for educating pre-service teachers of CS. #csk8
#csk8 Well, I see your point but if we put our CS efforts into science integration we should be building skill in that area as well, to the benefit of all subjects
A special #csk8 thanks to members of the CSTAK8 Facebook Group for question ideas for this chat and future chats about integration of CS and other subjects.
An archive of this chat will be posted in our CSTAK8 Facebook Group at https://t.co/GIEbccB5xp Continue the conversation there or on Twitter using the #csk8 hashtag.
Our next #csk8 chat will be on Wed, 10/3, at 5pm PT/8pm ET when we will be talking about the Integration of CS and Language Arts. Please plan to join us!
