Amanda Peel
Biographic Data
| ID | 4627923 |
|---|---|
| NAME | Amanda Peel |
| GIVEN NAMES | Amanda |
| FAMILY NAME | Peel |
| SIGNATURE | PEEL A |
| AFFILIATIONS | School of Teacher Preparation, Administration, and Leadership New Mexico State University Las Cruces New Mexico USA |
| ORCID | 0000-0002-2704-3911 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Secondary science teachers' conceptualizations and modifications to support equitable participation in a co‐designed computational thinking lesson
Increasing access to computational ideas and practices is one important reason to integrate computational thinking (CT) in science classrooms. While integrating CT into science classrooms broadens exposure to computing, it may not be enough to ensure equitable participation in the science classroom. Equitable participation is crucial because providing students with an environment in which they are able to fully engage and participate in science a…
Learning Computational Thinking Through Unplugged Algorithmic Explanations of Natural Selection
Computational thinking (CT) is becoming increasingly important for K‐12 science education, thus warranting new integrations of CT and science content. This intervention study integrated CT through unplugged, or handwritten, algorithmic explanations of natural selection. As students investigated natural selection in varying contexts (specific and context‐general), students created explanations based on evidence of natural selection by using algori…
Constructionist co‐design
This paper reports on the first iteration of the Computational Thinking Summer Institute, a month‐long programme in which high school teachers co‐designed computationally enhanced mathematics and science curricula with researchers. The co‐design process itself was a constructionist learning experience for teachers resulting in constructionist curricula to be used in their own classrooms. We present three case studies to illustrate different ways …
Exploring primary students causal reasoning about ecosystems
Using socio-scientific issues (SSI) in the science learning environment can promote student motivation to learn and make learning experiences more meaningful. Embedding model-based reasoning opportunities in science lessons can promote substantial science learning. However, how these both work together to promote science learning is a little studied area. We focused on this area by exploring if and how model-based reasoning supported 3rd-grade st…
Learning Computational Thinking Through Unplugged Algorithmic Explanations of Natural Selection
Computational thinking (CT) is becoming increasingly important for K‐12 science education, thus warranting new integrations of CT and science content. This intervention study integrated CT through unplugged, or handwritten, algorithmic explanations of natural selection. As students investigated natural selection in varying contexts (specific and context‐general), students created explanations based on evidence of natural selection by using algori…
Exploring primary students causal reasoning about ecosystems
Using socio-scientific issues (SSI) in the science learning environment can promote student motivation to learn and make learning experiences more meaningful. Embedding model-based reasoning opportunities in science lessons can promote substantial science learning. However, how these both work together to promote science learning is a little studied area. We focused on this area by exploring if and how model-based reasoning supported 3rd-grade st…
Constructionist co‐design
This paper reports on the first iteration of the Computational Thinking Summer Institute, a month‐long programme in which high school teachers co‐designed computationally enhanced mathematics and science curricula with researchers. The co‐design process itself was a constructionist learning experience for teachers resulting in constructionist curricula to be used in their own classrooms. We present three case studies to illustrate different ways …
Secondary science teachers' conceptualizations and modifications to support equitable participation in a co‐designed computational thinking lesson
Increasing access to computational ideas and practices is one important reason to integrate computational thinking (CT) in science classrooms. While integrating CT into science classrooms broadens exposure to computing, it may not be enough to ensure equitable participation in the science classroom. Equitable participation is crucial because providing students with an environment in which they are able to fully engage and participate in science a…
Learning Computational Thinking Through Unplugged Algorithmic Explanations of Natural Selection
Computational thinking (CT) is becoming increasingly important for K‐12 science education, thus warranting new integrations of CT and science content. This intervention study integrated CT through unplugged, or handwritten, algorithmic explanations of natural selection. As students investigated natural selection in varying contexts (specific and context‐general), students created explanations based on evidence of natural selection by using algori…
Mathematics education (4 works) · Psychology (4 works) · Computational Thinking (3 works) · Computer Science (3 works) · Innovative Teaching and Learning Methods (3 works) · Pedagogy (3 works) · Science education (3 works) · Teaching and Learning Programming (3 works) · Professional development (2 works) · Artificial Intelligence (1 works)