Towards Supporting Scientific Inquiry in Computer Science Education

Abstract

Experimentation is one of the key techniques to gain knowledge in science. Physical computing is increasingly gaining attention in computer science; it shares several features with experimentation so that it seems plausible to build on established models of experimentation for physical computing based computer science education. This paper presents a theoretically derived physical computing model and compares it to established models of scientific inquiry, pointing out common elements such as similar phases, but also potential differences. In a physical computing pilot study, we analyzed student behavior based on the theoretically derived model in order to see if this model -- when used to analyze student behavior -- is (1) reasonably applicable, and (2) potentially helpful for teachers. The results of the study generally confirm the appropriateness of the model as an analytical lens for describing student activities in physical computing exercises. At the same time, the study results also motivate slight modifications of the model. Finally, the study results may serve as a guide for teachers who want to conduct physical computing lessons.