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Balancing Curricular and Pedagogical Needs in Computational Construction Kits: Lessons From the DeltaTick Project

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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

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Visualization in Science Education
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Students’ Framings and Their Participation in Scientific Argumentation
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Turning music theory on its ear Do we hear what we see; Do we see what we say?
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Stella ten years later: A review of the literature
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Supporting the development of science inquiry skills with special classes of software
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Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework
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Relations between Types of Reasoning and Computational Representations
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An Atom is Known by the Company it Keeps: A Constructionist Learning Environment for Materials Science Using Agent-Based Modeling
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The case in case-based design of educational software: A methodological interrogation
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A Comparison of Programming Languages and Algebraic Notation as Expressive Languages for Physics
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Cognitive Comparisons of Students' Systems Modeling in Ecology
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An Investigation of Software Scaffolds Supporting Modeling Practices
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Statistical Mechanics for Secondary School: The GasLab Multi-agent Modeling Toolkit
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The impact of three‐dimensional computational modeling on student understanding of astronomical concepts: a quantitative analysis
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The impact of three‐dimensional computational modeling on student understanding of astronomy concepts: a qualitative analysis
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The Use of Computer‐based Programming Environments as Computer Modelling Tools in Early Science Education: The cases of textual and graphical program languages
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Dynaturtle Revisited: Learning Physics Through Collaborative Design of a Computer Model
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Promoting Transfer by Grounding Complex Systems Principles
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Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics
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Case Study Research: Design and Methods
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Agentsheets: a medium for creating domain-oriented visual languages
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SimSketch: Multiagent Simulations Based on Learner-Created Sketches for Early Science Education
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Designing a programming‐based approach for modelling scientific phenomena
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Comparing and combining real and virtual experimentation: an effort to enhance students' conceptual understanding of electric circuits
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A multi‐user virtual environment for building and assessing higher order inquiry skills in science
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Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge
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Pattern-Oriented Modeling of Agent-Based Complex Systems: Lessons from Ecology
inferredcites →https://doi.org/10.1145/1118178.1118215openalex-snapshot
Computational thinking
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Tangible programming in the classroom with tern
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Engaging middle school teachers and students with alice in a diverse set of subjects
inferredcites →https://doi.org/10.1145/1539024.1508967openalex-snapshot
Engaging middle school teachers and students with alice in a diverse set of subjects
inferredcites →https://doi.org/10.1145/1592761.1592779openalex-snapshot
Scratch
inferredcites →https://doi.org/10.1145/2445196.2445346openalex-snapshot
The simulation creation toolkit
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Robobuilder
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Alice
inferredcites →https://doi.org/10.1145/330534.330544openalex-snapshot
Programming by example: novice programming comes of age
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Boxer: a reconstructible computational medium
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Novice Teachers' Attention to Student Thinking
inferredcites →https://doi.org/10.1177/0037549706074190openalex-snapshot
Modeling and Simulation in Inquiry Learning: Checking Solutions and Giving Intelligent Advice
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The Relation of Theory to Practice in Education.
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Discovery Learning and Discovery Teaching
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Thinking Like a Wolf, a Sheep, or a Firefly: Learning Biology Through Constructing and Testing Computational Theories—An Embodied Modeling Approach
inferredcites →https://doi.org/10.1207/s15326985ep4004_3openalex-snapshot
A Theoretical Framework and Approach for Fostering Metacognitive Development
inferredcites →https://doi.org/10.1207/s15327809jls0202_2openalex-snapshot
Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings
inferredcites →https://doi.org/10.1207/s15327809jls1301_2openalex-snapshot
Design Research: Theoretical and Methodological Issues
inferredcites →https://doi.org/10.1207/s15327809jls1501_3openalex-snapshot
Complexity, Technology, Science, and Education
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Understanding Complex Systems: Some Core Challenges
inferredcites →https://doi.org/10.1525/abt.2012.74.3.6openalex-snapshot
Attending and Responding to Student Thinking in Science
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Half-Baked Logo Microworlds as Boundary Objects in Integrated Design
inferredcites →https://doi.org/10.17226/12840openalex-snapshot
Report of a Workshop on The Scope and Nature of Computational Thinking
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Exploratory Experimentation and Computation
inferredcites →https://doi.org/10.2190/ec.44.2.copenalex-snapshot
Objects, Entities, Behaviors, and Interactions: A Typology of Student-Constructed Computer-Based Models of Physical Phenomena
inferredcites →https://doi.org/10.2307/1162862openalex-snapshot
Using Knowledge of Children's Mathematics Thinking in Classroom Teaching: An Experimental Study
inferredcites →https://doi.org/10.2307/1170622openalex-snapshot
On the Complex Relation Between Cognitive Developmental Research and Children’s Science Curricula
inferredcites →https://doi.org/10.2307/1170753openalex-snapshot
Scientific Discovery Learning with Computer Simulations of Conceptual Domains
inferredcites →https://doi.org/10.2307/1602690openalex-snapshot
Changing How and What Children Learn in School with Computer-Based Technologies
inferredcites →https://doi.org/10.2307/749205openalex-snapshot
Reconstructing Mathematics Pedagogy from a Constructivist Perspective
inferredcites →https://doi.org/10.3102/0013189x032001009openalex-snapshot
Design Experiments in Educational Research
inferredcites →https://doi.org/10.3102/0034654311415121openalex-snapshot
Professional Development for Technology-Enhanced Inquiry Science
inferredcites →https://doi.org/10.4018/978-1-60960-080-8openalex-snapshot
Multi-Agent Systems for Education and Interactive Entertainment: Design, Use and Experience
inferredcites →https://doi.org/10.4324/9780203880869.ch12openalex-snapshot
Technology-Enhanced Support Strategies for Inquiry Learning
inferredcites →https://doi.org/10.4324/9781003064527openalex-snapshot
Foundations for the Future in Mathematics Education
inferredcites →https://doi.org/10.4324/9781315044613-11openalex-snapshot
Democratizing Access to Calculus: New Routes to Old Roots
inferredcites →https://doi.org/10.4324/9781315866239-3openalex-snapshot
A Theoretical Framework and Approach for Fostering Metacognitive Development
inferredcites →https://doi.org/10.4324/9781410606280openalex-snapshot
The Role of Communication in Learning To Model
inferredcites →https://doi.org/10.5860/choice.31-1648openalex-snapshot
The children's machine: rethinking school in the age of the computer
inferredcites →https://doi.org/10.5860/choice.38-2855openalex-snapshot
Changing minds: computers, learning, and literacy
inferredcites →https://doi.org/10.5860/choice.41-4404openalex-snapshot
Handbook of research on educational communications and technology: a project of the Association for Educational Communications and Technology
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Taking science to school: learning and teaching science in grades K-8
inferredcites →https://doi.org/10.5860/choice.48-5224openalex-snapshot
High-tech tots: childhood in a digital world

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

inferred← citeshttps://doi.org/10.2139/ssrn.4781063openalex-extracted
Learning to Reason About Natural Selection as a Computational Process by Programming Agent-Based Models in a Code-First Environment
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Emerging technologies as pedagogical tools for teaching and learning science: A literature review
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Micro–macro compatibility: When does a complex systems approach strongly benefit science learning?
inferred← citeshttps://doi.org/10.1002/sce.21476openalex-snapshot
Engaging students in computational modeling: The role of an external audience in shaping conceptual learning, model quality, and classroom discourse
inferred← citeshttps://doi.org/10.1002/sce.21890openalex-snapshot
Right but wrong: How students' mechanistic reasoning and conceptual understandings shift when designing agent‐based models using data
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Bridging inquiry‐based science and constructionism: Exploring the alignment between students tinkering with code of computational models and goals of inquiry
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Learning natural selection through computational thinking: Unplugged design of algorithmic explanations
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Interactions between reasoning about complex systems and conceptual understanding in learning chemistry
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Impact of computer modeling on learning and teaching systems thinking
inferred← citeshttps://doi.org/10.1002/tea.21814openalex-snapshot
Identifying aspects of complex and technological systems in the mental models of students who constructed computational models of electric circuits
inferred← citeshttps://doi.org/10.1002/tea.22026openalex-snapshot
Learning Computational Thinking Through Unplugged Algorithmic Explanations of Natural Selection
inferred← citeshttps://doi.org/10.1007/978-3-030-29489-2_6openalex-snapshot
Engaging Emerging Bilingual Students in Language and Scientific Practices Through Collaborative Disciplinarily Integrated Games from a Co-operative Action Lens
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Development of a CDIO Framework for Elementary Computational Thinking
inferred← citeshttps://doi.org/10.1007/978-3-030-52237-7_48openalex-snapshot
Studying the Interactions Between Science, Engineering, and Computational Thinking in a Learning-by-Modeling Environment
inferred← citeshttps://doi.org/10.1007/978-3-032-10246-1_11openalex-snapshot
Modality Matters: Exploring and Capturing Students’ Mechanistic Reasoning During Computational Modeling in Science Education
inferred← citeshttps://doi.org/10.1007/s10956-017-9713-1openalex-snapshot
EvoBuild: A Quickstart Toolkit for Programming Agent-Based Models of Evolutionary Processes
inferred← citeshttps://doi.org/10.1007/s10956-018-9730-8openalex-snapshot
Tangible User Interfaces and Contrasting Cases as a Preparation for Future Learning
inferred← citeshttps://doi.org/10.1007/s10956-019-09795-7openalex-snapshot
Sociomathematical Norms for Integrating Coding and Modeling with Elementary Science: A Dialogical Approach
inferred← citeshttps://doi.org/10.1007/s10956-022-09965-0openalex-snapshot
Algorithmic Explanations: an Unplugged Instructional Approach to Integrate Science and Computational Thinking
inferred← citeshttps://doi.org/10.1007/s11165-026-10353-6openalex-snapshot
Algorithmic Explanations as a Scaffold for Scientific Explanation: A Quasi-Experimental and Time-Series Study in High School Chemistry
inferred← citeshttps://doi.org/10.1007/s11191-019-00069-7openalex-snapshot
Learning to Interpret Measurement and Motion in Fourth Grade Computational Modeling
inferred← citeshttps://doi.org/10.1007/s11191-024-00538-8openalex-snapshot
Technology-Enhanced Collaborative Inquiry in K–12 Classrooms: A Systematic Review of Empirical Studies
inferred← citeshttps://doi.org/10.1007/s11251-017-9430-4openalex-snapshot
Epistemic gameplay and discovery in computational model-based inquiry activities
inferred← citeshttps://doi.org/10.1007/s11251-023-09624-wopenalex-snapshot
Promoting learning transfer in science through a complexity approach and computational modeling
inferred← citeshttps://doi.org/10.1016/j.ijcci.2026.100819openalex-snapshot
Designing MoDa: A new tool for science learning through data-based computational modeling
inferred← citeshttps://doi.org/10.1016/j.simpat.2015.06.006openalex-snapshot
Cloud-hosted simulation-as-a-service for high school STEM education
inferred← citeshttps://doi.org/10.1017/9781108654555openalex-snapshot
The Cambridge Handbook of Computing Education Research
inferred← citeshttps://doi.org/10.1017/9781108654555.001openalex-snapshot
An Important and Timely Field
inferred← citeshttps://doi.org/10.1017/9781108654555.002openalex-snapshot
The History of Computing Education Research
inferred← citeshttps://doi.org/10.1017/9781108654555.003openalex-snapshot
Computing Education Research Today
inferred← citeshttps://doi.org/10.1017/9781108654555.004openalex-snapshot
Computing EducationLiterature Review and Voices from the Field
inferred← citeshttps://doi.org/10.1017/9781108654555.005openalex-snapshot
A Study Design Process
inferred← citeshttps://doi.org/10.1017/9781108654555.006openalex-snapshot
Descriptive Statistics
inferred← citeshttps://doi.org/10.1017/9781108654555.007openalex-snapshot
Inferential Statistics
inferred← citeshttps://doi.org/10.1017/9781108654555.008openalex-snapshot
Qualitative Methods for Computing Education
inferred← citeshttps://doi.org/10.1017/9781108654555.009openalex-snapshot
Learning Sciences for Computing Education
inferred← citeshttps://doi.org/10.1017/9781108654555.010openalex-snapshot
Cognitive Sciences for Computing Education
inferred← citeshttps://doi.org/10.1017/9781108654555.011openalex-snapshot
Higher Education Pedagogy
inferred← citeshttps://doi.org/10.1017/9781108654555.012openalex-snapshot
Engineering Education Research
inferred← citeshttps://doi.org/10.1017/9781108654555.013openalex-snapshot
Novice Programmers and Introductory Programming
inferred← citeshttps://doi.org/10.1017/9781108654555.014openalex-snapshot
Programming Paradigms and Beyond
inferred← citeshttps://doi.org/10.1017/9781108654555.015openalex-snapshot
Assessment and Plagiarism
inferred← citeshttps://doi.org/10.1017/9781108654555.016openalex-snapshot
Pedagogic Approaches
inferred← citeshttps://doi.org/10.1017/9781108654555.017openalex-snapshot
Equity and Diversity
inferred← citeshttps://doi.org/10.1017/9781108654555.018openalex-snapshot
Computational Thinking
inferred← citeshttps://doi.org/10.1017/9781108654555.019openalex-snapshot
Schools (K–12)
inferred← citeshttps://doi.org/10.1017/9781108654555.020openalex-snapshot
Computing for Other Disciplines
inferred← citeshttps://doi.org/10.1017/9781108654555.021openalex-snapshot
New Programming Paradigms
inferred← citeshttps://doi.org/10.1017/9781108654555.022openalex-snapshot
Tools and Environments
inferred← citeshttps://doi.org/10.1017/9781108654555.023openalex-snapshot
Tangible Computing
inferred← citeshttps://doi.org/10.1017/9781108654555.024openalex-snapshot
Leveraging the Integrated Development Environment for Learning Analytics
inferred← citeshttps://doi.org/10.1017/9781108654555.025openalex-snapshot
Teacher Knowledge for Inclusive Computing Learning
inferred← citeshttps://doi.org/10.1017/9781108654555.026openalex-snapshot
Teacher Learning and Professional Development
inferred← citeshttps://doi.org/10.1017/9781108654555.027openalex-snapshot
Learning Outside the Classroom
inferred← citeshttps://doi.org/10.1017/9781108654555.028openalex-snapshot
Student Knowledge and Misconceptions
inferred← citeshttps://doi.org/10.1017/9781108654555.029openalex-snapshot
Motivation, Attitudes, and Dispositions
inferred← citeshttps://doi.org/10.1017/9781108654555.030openalex-snapshot
Students As Teachers and Communicators
inferred← citeshttps://doi.org/10.1017/9781108654555.031openalex-snapshot
A Case Study of Peer Instruction
inferred← citeshttps://doi.org/10.1017/9781108654555.032openalex-snapshot
A Case Study of Qualitative Methods
inferred← citeshttps://doi.org/10.1017/9781108654555.033openalex-snapshot
Index
inferred← citeshttps://doi.org/10.1080/03057267.2020.1755802openalex-snapshot
Transdisciplinarity in STEM education: a critical review
inferred← citeshttps://doi.org/10.1080/07370008.2024.2427400openalex-snapshot
Toward Ontological Alignment: Coordinating Student Ideas with the Representational System of a Computational Modeling Unit for Science Learning
inferred← citeshttps://doi.org/10.1080/09500693.2018.1453175openalex-snapshot
Should students design or interact with models? Using the Bifocal Modelling Framework to investigate model construction in high school science
inferred← citeshttps://doi.org/10.1080/09500693.2024.2356228openalex-snapshot
Designing computational models as Emergent Systems Microworlds to support epistemically agentive learning of emergent biological phenomena
inferred← citeshttps://doi.org/10.1080/10494820.2021.1919905openalex-snapshot
Much.Matter.in.Motion: learning by modeling systems in chemistry and physics with a universal programing platform
inferred← citeshttps://doi.org/10.1080/10494820.2024.2372832openalex-snapshot
Design and application of computational modeling in science education research: a systematic review
inferred← citeshttps://doi.org/10.1080/10986065.2023.2191074openalex-snapshot
Vygotskian hybridizing of motion and mapping: Learning about geometric transformations in block-based programming environments
inferred← citeshttps://doi.org/10.1108/jrit-12-2020-0085openalex-snapshot
Real-world problems through computational thinking tools and concepts: the case of coronavirus disease (COVID-19)
inferred← citeshttps://doi.org/10.1145/2930674.2930724openalex-snapshot
Frogs to Think with
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PrototypAR
inferred← citeshttps://doi.org/10.1145/3459990.3465203openalex-snapshot
Designing domain-specific blocks for diffusion: The dialogue between pedagogical principles and design decisions
inferred← citeshttps://doi.org/10.1145/3501712.3529723openalex-snapshot
MoDa: Designing a Tool to Interweave Computational Modeling with Real-world Data Analysis for Science Learning in Middle School
inferred← citeshttps://doi.org/10.1145/3576050.3576100openalex-snapshot
Using Teacher Dashboards to Customize Lesson Plans for a Problem-Based, Middle School STEM Curriculum
inferred← citeshttps://doi.org/10.1145/3770761.3777322openalex-snapshot
Unpacking Blocks in Domain-Specific Modeling Environments to Support Science and Computing Learning
inferred← citeshttps://doi.org/10.1186/s40561-019-0108-zopenalex-snapshot
A conceptual framework for teaching computational thinking in personalized OERs
inferred← citeshttps://doi.org/10.1186/s40594-026-00601-6openalex-snapshot
Decoding agent-based models supports students’ mechanistic and causal reasoning about scientific phenomena
inferred← citeshttps://doi.org/10.22318/icls2023.208036openalex-snapshot
How Can Computational Modeling Help Students Shift Their Ideas Towards Scientifically Accurate Explanations?
inferred← citeshttps://doi.org/10.22318/icls2023.573415openalex-snapshot
Ontological Alignment: Investigating the Role of the Teacher in Supporting Computational Modeling in Science Classrooms
inferred← citeshttps://doi.org/10.22318/icls2023.998301openalex-snapshot
Design and Implementation of a Week-long, High School Curriculum Unit Integrating Physics and Computational Modeling
inferred← citeshttps://doi.org/10.22318/icls2025.200377openalex-snapshot
Designing for Discourse: Enacting Responsive Teaching through Code Reflections in a Computational Modeling Unit
inferred← citeshttps://doi.org/10.22318/icls2025.484241openalex-snapshot
Computational Thinking Without Writing Code: What’s Next for Computational Modeling?
inferred← citeshttps://doi.org/10.22318/icls2025.504906openalex-snapshot
Supporting Middle School Students to Learn AI Through Creative Machine Learning Projects
inferred← citeshttps://doi.org/10.31756/jrsmte.624openalex-snapshot
Computational Thinking Workshop: A New Way to Learn and Teach Mathematics
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‘Scientific Literacy’: An Exercise in Model Building
inferred← citeshttps://doi.org/10.48550/arxiv.2110.03073openalex-snapshot
DRAFT-What you always wanted to know but could not find about block-based environments
inferred← citeshttps://doi.org/10.58459/icce.2016.1152openalex-snapshot
Integrating Agent-based Programming with Elementary Science: The Role of Sociomathematical Norms
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