The Wicked and the Logical: Facilitating Integrative Learning Among Introductory Computing Students

Authors

DOI:

https://doi.org/10.20343/teachlearninqu.9.1.13

Keywords:

Integrative Learning, Sustainability, Computer Science, Linguistic Analysis

Abstract

Higher education has embraced integrative learning as a means of enabling students to tackle so-called “wicked” problems, i.e. problems that are sufficiently complex, contested, and ambiguous that conventional, disciplinary specific approaches are inadequate to address. However, challenges remain in defining integrative learning consistently and effectively, especially because the cognitive processes that make up an integrative learning experience are not understood fully. This mixed-methods study was designed to help understand how students perceive, navigate, and resolve challenges that require them to integrate knowledge of one “wicked” subject (sustainability) with the skills of a practice rooted in mathematical logic (computer programming); how they express their integrative learning through reflective writing; and how we gain a stronger understanding of this process through linguistic analysis. The findings suggest that some students demonstrated the ability to integrate computational reasoning skills into socially relevant contexts more successfully, confidently, and in more well-rounded ways than others, though success required ways of thinking that extended beyond programming. The findings also underscore the potential need for reconceptualizing integrative teaching and learning in fields that have problem-solving traditions rooted in less “wicked” solutions.

Author Biographies

Jeffrey Stone, Penn State University

Jeffrey A. Stone (PhD, 2010, Penn State) is an Assistant Professor of Information Sciences and Technology (IST) at Penn State (USA). His research focuses on the use of information technology and social media in the public sector; computer and information science pedagogy; and gaming identity. 

Laura Cruz, Penn State University

Laura Cruz (PhD, 2001, University of California at Berkeley) is an Associate Research Professor with the Schreyer Institute for Teaching Excellence at Penn State (USA). Her research focuses on innovative teaching, educational development, and emerging forms of scholarship.  

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Published

2021-03-07

How to Cite

Stone, Jeffrey, and Laura Cruz. 2021. “The Wicked and the Logical: Facilitating Integrative Learning Among Introductory Computing Students”. Teaching &Amp; Learning Inquiry 9 (1):180-99. https://doi.org/10.20343/teachlearninqu.9.1.13.