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Using, modifying, and creating computer models for simulating phenomena
Computer science (CS) education is on the rise. In the last several months, many states have taken concrete steps to increase access to K-12 CS education, from developing standards to setting aside funding for teacher development (Code.org 2018b) Additionally, a new framework for teaching CS has been developed, which explicitly describes the overlap between CS education and science education (K-12 Computer Science 2018). From defining problems and asking questions to analyzing and communicating data, there are many ways to integrate computers and computational science into our middle school science classrooms.
Modeling
One specific way to integrate CS thinking and skills into the science classroom is through modeling with computers (see "Essential Definitions" sidebar). Computer simulations have played a major role in advancing science (Denning 2017) and allow us to model phenomena that are beyond the reach of our labs or budgets. Because computer models can be automated, we are able to choose which variables and factors to manipulate before we play the simulation forward in time. Essentially, we have the capacity to work with "virtual testbeds" to run simulated experiments!
It is important, however, to question whether our students are fully engaging in the practice of modeling with simulations when they use computers. In Appendix F of the Next Generation Science Standards (NGSS Lead States 2013), the practice of modeling goes beyond simple usage to also include development and revision of computer models themselves. Although students can and should be using computer simulations to run experiments and gain insights into phenomena, they should also be adapting and creating their own computer models. Luckily, we don't all need to get computer science degrees to make this a reality in our classrooms.
Project GUTS
Project GUTS (Growing Up Thinking Scientifically) was started in 2007 with the goal of supporting students in learning how to use, modify, and create their own computer models to understand a variety of phenomena. Although originally developed as an afterschool program, a collaboration with Code.org in 2014 supported Project GUTS in developing a curriculum and training for teachers looking to...