Computational Thinking in Math & Science

10-Item Concept Evaluation & Answer Key

Based on Weintrop et al. (2016), Journal of Science Education and Technology

Question 1

Why do Weintrop et al. argue for embedding Computational Thinking (CT) within compulsory mathematics and science classes rather than relying solely on dedicated computer science (CS) electives?

• A) Standalone CS courses are too theoretically demanding for high school students.
• B) It bypasses self-selection bias and ensures all students, including underrepresented groups, gain access to CT.
• C) Science teachers are generally better qualified to teach programming than computer science teachers.
• D) Modern high school science standards require eliminating standalone programming courses.

Answer & Explanation: Question 1

Correct Answer: B

• A is incorrect: The paper makes no claim about standalone CS courses being inherently too difficult intellectually.
• B is correct: The authors argue that CS electives suffer from self-selection bias, which exacerbates demographic underrepresentation. Embedding CT into mandatory STEM classes reaches the widest possible audience.
• C is incorrect: The authors explicitly note that many STEM teachers lack formal backgrounds in computing.
• D is incorrect: The NGSS adds scientific practices; it does not mandate the removal of standalone CS offerings.

Question 2

Which of the following describes the empirical methodology Weintrop et al. utilized to construct and validate their CT-STEM taxonomy?

• A) They ran a randomized controlled trial comparing student outcomes across high school biology classes.
• B) They surveyed pre-service education students about their self-efficacy in computer programming.
• C) They open-coded 34 STEM classroom lessons, held teacher workshops, and interviewed 15 practicing scientists and mathematicians.
• D) They synthesized existing national curriculum frameworks without examining classroom materials.

Answer & Explanation: Question 2

Correct Answer: C

• A is incorrect: The study focused on developing a descriptive taxonomy, not a randomized controlled intervention trial.
• B is incorrect: Data collection targeted practicing STEM professionals and in-service teachers, not pre-service surveys.
• C is correct: The team followed a 5-step iterative process: standards review, open-coding 34 lessons (208 facets), internal refinement, teacher workshops, and 15 practitioner interviews.
• D is incorrect: The authors directly analyzed classroom materials from the NSF-funded "Reach for the Stars" program.

Question 3

An astrophysics student runs a computer simulation of galaxy formation spanning several billion years to examine star clustering. According to the taxonomy, which Data Practice does this primarily represent?

• A) Creating Data
• B) Manipulating Data
• C) Visualizing Data
• D) Collecting Data

Answer & Explanation: Question 3

Correct Answer: A

• A is correct: Creating Data involves computationally generating synthetic or simulated datasets for phenomena that cannot be directly measured or observed in real time.
• B is incorrect: Manipulating Data refers to sorting, filtering, cleaning, or merging existing datasets.
• C is incorrect: Visualizing Data involves generating graphical representations (charts, plots) from data.
• D is incorrect: Collecting Data refers to gathering observations or measurements from the physical world using sensors or logging protocols.

Question 4

In the taxonomy, what is the key distinction between Designing Computational Models and Constructing Computational Models?

• A) Designing is done exclusively on paper, while constructing requires commercial modeling software.
• B) Designing specifies conceptual boundaries, rules, and variables, whereas constructing implements these in runnable code.
• C) Designing is performed by teachers, whereas constructing is reserved for students.
• D) Designing applies only to deterministic systems, whereas constructing applies only to agent-based systems.

Answer & Explanation: Question 4

Correct Answer: B

• A is incorrect: Conceptual design is not restricted to paper and can involve software tools and conceptual mapping interfaces.
• B is correct: Designing involves defining system boundaries, rules, and behaviors; constructing requires encoding these behaviors into a format a computer can execute.
• C is incorrect: Both practices are designed for student mastery across learning progressions.
• D is incorrect: The design/construction distinction applies equally across deterministic, stochastic, and agent-based models.

Question 5

A student critiques a projectile motion simulation by noting: "This model produces unrealistic trajectory curves because it ignores atmospheric drag and treats the projectile as a point mass." Which practice does this demonstrate?

• A) Troubleshooting and Debugging
• B) Preparing Problems for Computational Solutions
• C) Assessing Computational Models
• D) Thinking in Levels

Answer & Explanation: Question 5

Correct Answer: C

• A is incorrect: Troubleshooting and Debugging deals with finding syntax, runtime, or algorithmic errors in code.
• B is incorrect: Preparing Problems involves decomposing and mapping tasks for algorithmic tools.
• C is correct: Assessing Computational Models involves identifying simplifying assumptions, limits of validity, and divergences from the physical system.
• D is incorrect: Thinking in Levels connects micro-level rules to macro-level emergent phenomena.

Question 6

Which of the following practices belongs to the Computational Problem Solving category rather than the Modeling & Simulation category?

• A) Using Computational Models to Find and Test Solutions
• B) Developing Modular Computational Solutions
• C) Designing Computational Models
• D) Constructing Computational Models

Answer & Explanation: Question 6

Correct Answer: B

• A is incorrect: This is explicitly grouped under Modeling & Simulation Practices.
• B is correct: Developing Modular Computational Solutions (breaking routines into reusable functions and libraries) is a core practice of Computational Problem Solving.
• C is incorrect: Designing models is categorized under Modeling & Simulation Practices.
• D is incorrect: Constructing models is categorized under Modeling & Simulation Practices.

Question 7

In the high school biology activity DNA Sequencing from the Ground Up, how is algorithmic thinking scaffolded before students write pseudocode?

• A) By running molecular modeling software to view the physical structure of DNA.
• B) By reassembling scrambled song lyrics, then decoding an unfamiliar alphanumeric password string.
• C) By surveying genetic mutation rates in real-world clinical databases.
• D) By memorizing standard bioinformatic libraries in Python.

Answer & Explanation: Question 7

Correct Answer: B

• A is incorrect: The lesson uses an unplugged-to-algorithmic progression rather than 3D molecular visualization software.
• B is correct: Students first reassemble scrambled familiar song lyrics, transfer those strategies to an unknown password string, and then abstract a general sequence-merging algorithm.
• C is incorrect: The lesson does not focus on database curation of clinical mutation rates.
• D is incorrect: The curriculum avoids rote memorization of software libraries, focusing instead on algorithmic concepts and pseudocode.

Question 8

When students use a NetLogo or PhET gas simulation to explain how microscopic particle collisions against a wall produce macroscopic pressure, which Systems Thinking practice are they enacting?

• A) Thinking in Levels
• B) Defining Systems and Managing Complexity
• C) Creating Computational Abstractions
• D) Choosing Effective Computational Tools

Answer & Explanation: Question 8

Correct Answer: A

• A is correct: Thinking in Levels involves moving between micro-level behaviors (individual particle velocities and collisions) and emergent macro-level properties (temperature and pressure).
• B is incorrect: Defining Systems involves determining boundaries and deciding what elements are included or excluded.
• C is incorrect: Creating Computational Abstractions belongs to Computational Problem Solving, not Systems Thinking.
• D is incorrect: Choosing Effective Computational Tools belongs to Computational Problem Solving.

Question 9

In the physics exemplar Video Games: Physics Phact or Phiction?, why do students use the Physics Tracker software?

• A) To write video game graphics rendering engines in C++.
• B) To collect kinematic position-time data from gameplay video and analyze trajectory curves.
• C) To benchmark frame rates and hardware performance across computers.
• D) To simulate genetic algorithms for game enemy behaviors.

Answer & Explanation: Question 9

Correct Answer: B

• A is incorrect: Students analyze existing games; they do not write game graphics engines.
• B is correct: Students record gameplay screencasts (e.g., Angry Birds), track object motion frame-by-frame, plot position-time data, and fit curves to find the game's gravitational acceleration.
• C is incorrect: The lesson investigates the physics of the simulated world, not hardware benchmarks.
• D is incorrect: Genetic algorithms belong to evolutionary computation, not introductory mechanics.

Question 10

Which recommendation reflects the authors' perspective on how high school teachers should implement computational thinking in their classrooms?

• A) Teachers must undergo multi-year computer science degrees before introducing CT.
• B) Teachers should eliminate hands-on physical labs and replace them entirely with virtual simulations.
• C) Teachers can augment existing curricula by explicitly identifying and deepening CT practices already embedded in their lessons.
• D) Teachers should focus strictly on teaching text-based programming syntax.

Answer & Explanation: Question 10

Correct Answer: C

• A is incorrect: The taxonomy is designed so that teachers without formal CS backgrounds can implement it via targeted professional development.
• B is incorrect: The framework advocates for complementary synergy between computational tools and empirical physical investigations.
• C is correct: The authors stress that teachers do not need to overhaul their practice; rather, the taxonomy helps them name, structure, and augment computational practices already present in their classrooms.
• D is incorrect: Syntax-heavy programming is only one element; the taxonomy emphasizes broader epistemic practices (data, modeling, and systems thinking).