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Computational Thinking (CT) defines a domain-general, analytic approach to problem solving that combines concepts fundamental to computing, with systematic representations for concepts and problem-solving approaches in scientific and mathematical domains. We exploit this trade-off between domain-specificity and domain-generality to develop CTSiM(More)
Integrating computational modeling and programming with learning and teaching physics is a non-trivial challenge for educational designers. In this paper, we attempt to address this challenge by presenting ViMAP, a new visual-programming language and modeling platform for learning kinematics, and its underlying design principles. We then report a study(More)
Acknowledgements This report follows eight months of work with partner non-governmental organisations (NGOs) in four countries: • Albania and Greece: Terre des hommes-Albania (Tdh-Albania) and their partner agencies Association for the Social Support of Youth (ARSIS) and Children of the World and of Albania (FBSH). Many staff from these organisations worked(More)
Studies of scientists building models show that the development of scientific models involves a great deal of subjectivity. However, science as experienced in school settings typically emphasizes an overly objective and rationalistic view. In this paper, we argue for focusing on the development of disciplined interpretation as an epistemic and(More)
We posit that in the context of learning science using generative computational media, the lens of <i>aesthetic experiences</i> can provide us with a framework to understand how learners begin to develop representational fluency by appropriating computational tools into personally meaningful, computational expressions. We report two cases to illustrate how(More)
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