Satabdi Basu, John S. Kinnebrew, Gautam Biswas
Computational Thinking (CT) can effectively promote science learning, but K-12 curricula lack efforts to integrate CT with science. In this paper, we present a generic CT assessment scheme and propose metrics for evaluating correctness of computational and domain-specific constructs in computational models that students construct in CTSiM – a learning environment that combines CT with middle school science. We report a teacher-led, multi-domain classroom study using CTSiM and use our metrics to study how students’ model evolution relates to their pre-post learning gains. Our results lay the framework for online evaluation and scaffolding of students in CTSiM.
The final publication is available at Springer via https://doi.org/10.1007/978-3-319-07221-0_59.