Computer Modeling and Programming in STEM

Computer modeling and programming – perhaps the most significant new literacies of the 21st century – can radically transform STEM teaching and learning the K-12 classroom. According to the research conducted by Dr. Pratim Sengupta’s Mind, Matter and Media Lab, big ideas traditionally introduced in post-secondary can become accessible through programming and modeling to much younger students. Through such experiences, even young learners can experience science just like scientists, through invention and innovation.

Typically, computer programming languages have not been designed for the math and science classrooms. Dr. Sengupta’s research is looking to change that. Along with his students and colleagues, he has pioneered the development of programming languages and computer modeling platforms – ViMAP and CTSiM – designed specifically for K-12 science, math and engineering curricula and classrooms.   His research focuses on supporting long-term, student-led discovery and invention using such technologies in the K-12 classroom and beyond.

Fostering New Literacies: Coding and Design

ViMAP provides opportunities for students to engage in visual programming, as well as create new visual programming blocks using text-based programming. Visual programming allows students to create programs by arranging ‘blocks’ that represent programming commands. This allows all students and teachers, even those without prior programming experiences, to engage in computer programming and modeling.

Studies conducted by Dr. Sengupta’s group have shown that even 3rd grade students can develop complex scientific simulations using these tools. Teachers can also adopt and incorporate the use of these tools in their science classrooms quite easily. Recent studies conducted by Dr. Sengupta have have demonstrated that teachers can easily adopt programming as the “language” of science in their classrooms by using ViMAP as a tool; using ViMAP, their students can develop better mathematical models and explanations of scientific processes.

A key finding from Dr. Sengupta’s work is that an emphasis on design can greatly support the development of computational modeling and thinking in the classroom. Dr. Sengupta’s research provides several examples of how students can engage in programming and computational thinking through engaging in design-based learning. For example, in one study, 4th grade children invented mathematical machines using sensors, microcontrollers and ViMAP, to be used by 3rd grade math teachers and students. In another study, 8th grade students created new programming commands and languages for modeling ecology, which were then used by 4th grade students.

For Teachers

Combining programming and modeling with STEM curricula can support students in understanding complex phenomena. This strengthens their understanding of disciplinary concepts while engaging them in authentic knowledge building practices. Visual programming, in particular, is an approachable method for integrating computer simulations with science and math, even for teachers and students without prior experience. For advanced classes, transitions from visual to text-based programming is also available.

*This research was funding by the Imperial Oil Foundation (Canada), and a NSF CAREER Award (National Science Foundation, USA).*