Pratim Sengupta

Pratim Sengupta
The University of Calgary | HBI · Learning Sciences

Ph.D

About

109
Publications
23,965
Reads
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1,630
Citations
Introduction
Pratim Sengupta currently holds the Research Chair in STEM education and is Professor of Learning Sciences at the University of Calgary, Canada.
Education
August 2004 - August 2009
Northwestern University
Field of study
  • Learning Sciences

Publications

Publications (109)
Chapter
Full-text available
In this chapter, we argue for an epistemological shift from viewing coding and computational thinking as mastery over computational logic and symbolic forms, to viewing them as a more complex form of experience. Rather than viewing computing as regurgitation and production of a set of axiomatic computational abstractions, we argue that computing an...
Article
Full-text available
In this article, we argue that when complex sociopolitical issues such as ethnocentrism and racial segregation are represented as complex, emergent systems using agent-based computational models (in short agent-based models or ABMs), discourse about these representations can disrupt social studies teacher candidates' dispositions of teaching social...
Chapter
This chapter presents a critical overview of the contributions in this book, that re-imagines STEM education along two themes. The first theme offers heterogeneous illustrations of transdisciplinarity, and the second theme illustrates the complex relationship between the body, hegemony and decolonization. Overall, we argue that this book advances c...
Conference Paper
Full-text available
In this paper, we demonstrate how multi-agent simulations of gender and sexuality-based marginalization can help us understand gender and sexual experiences as complex, emergent, multi-level phenomena, which involve dynamic interactions between individuals, groups and institutions. We present Flocking QT Stories, a multiagent-based simulation that...
Chapter
Full-text available
In this Foreword to the book "Fostering computational thinking among underrepresented students in STEM: Strategies for supporting racially equitable computing" by Leonard and colleagues, first, I position the book in light of the troubled history of computing and technoscience, which has historically decentred Black, Indigenous and People of Color...
Conference Paper
Full-text available
This paper highlights the ethical and moral dimensions of relational work and dignity in technoscientific spaces which are elusive in normative disciplinary practices. Using the lenses of ethical perceptions and embodied actions, we locate how microinteractions within physician-patient interactions during pain diagnosis and care are intertwined wit...
Chapter
Full-text available
This paper seeks to elucidate key aspects of a rarely-studied interaction in ant colonies—intra-colony violence—using multi-agent-based computational simulations. A central finding is that intra-colony violence is heritable, though not prevalent. Results from our simulations reveal specific conditions in which such infrequent forms of violence occu...
Conference Paper
Full-text available
Design-based research, when taking place within research practice partnership, leads to an essential tension between the interventionist nature of educational design and a commitment to praxis. We encountered this tension within a DBR project to design a computational science exhibit within a science museum, and in this paper, we highlight how payi...
Presentation
Full-text available
Modeling is generally recognized as the core disciplinary practice of science. Through examinations of rich learning environments which expand the boundaries of modeling and the practices connected to it, researchers are broadening what modeling means in disciplinary settings. This interactive session brings together a diverse spectrum of scholars...
Presentation
Full-text available
We illustrate how agent-based modeling of emergent phenomena can be re-imagined through the lens of decolonization by partnering with Indigenous Mayan women weavers, high school teachers, and the Ixkoj Ajkem Council in Xenacoj, Guatemala.
Article
Background We outline a case for how the Learning Sciences is at a powerful inflection point where the “real world” needs to be seen as comprised of the political entities and processes in which learning happens. We seek to sharpen the principle that learning is political by elucidating historical and contemporary processes of European and U.S. imp...
Conference Paper
This symposium advances the discussion on transdisciplinarity as a key theoretical construct to disrupt hegemonic disciplinary silos in the learning sciences and to open up equitable and inclusive disciplinary practices that make visible the silenced voices and hidden histories. This symposium is a collection of five papers connected to the central...
Conference Paper
Full-text available
There is broad belief that preparing all students in preK-12 for a future in STEM involves integrating computing and CT tools and practices. Through creating and examining rich learning environments that integrate “STEM+C”, researchers are defining what CT means in STEM disciplinary settings. This interactive session brings together a diverse spect...
Conference Paper
Full-text available
In this study, we focus on how different kinds of participation negotiation play out in public computing exhibits among family members. We examine how children's ideas, knowledge and desires are centered (or not) in public computing and how that influences the types of engagements that families have in a public computing environment. We present an...
Conference Paper
Full-text available
In this paper, we investigate the ways in which infrastructuring is emergent and enacted by facilitators of a public computing exhibit in a museum setting. We collected data in the form of video-recorded interactions of facilitators and visitors at the exhibit, interviews with facilitators, and field notes. Drawing from the experience of one facili...
Article
Full-text available
Science, Technology, Engineering and Mathematics (STEM) education garnered significant attention in recent years and has emerged as a key field of research globally. The goal of this article is to offer a critical review of how STEM education and its transdisciplinarity were defined and/or positioned in empirical studies published during the early...
Article
Full-text available
In recent years, the field of education has challenged researchers and practitioners to incorporate computing as an essential focus of K-12 STEM education. Integrating computing within K-12 STEM supports learners of all ages in codeveloping and using computational thinking in existing curricular contexts alongside practices essential for developing...
Preprint
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Objective We illustrate how agent-based modeling of emergent phenomena can be re-imagined through the lens of decolonization by partnering with Indigenous Mayan women weavers and the Ixkoj Ajkem Council in Xenacoj, Guatemala. Theoretical Framework Research on complex systems emphasizes the importance of understanding emergent phenomena through buil...
Presentation
Full-text available
Research on complex systems in K-12 STEM education has been typically grounded in Western perspectives; however, several Indigenous and Western scholars have argued that focusing on complexity, interdisciplinary, and transdisciplinary forms of engagement with science can be synergistic with Indigenous epistemologies. Western perspectives emphasize...
Preprint
Our goal is to advance scholarship in STEM education by illustrating how computational modeling of complex, emergent phenomena can be re-imagined from an Indigenous perspective. Several Indigenous and Western scholars have argued that focusing on complexity and interdisciplinary forms of engagement with science can be synergistic with Indigenous wa...
Chapter
Full-text available
In this chapter, we investigate how innovations in STEM, such as Virtual Reality (VR) and 3D Sculpting, can support the development of critical literacies about gender and sexuality. Our work arises from the concern that the assumed “naturalness” of male/female binary categories in biology is often at the center of the queer, trans, and intersex pa...
Chapter
There is now a growing body of research focused on integrating computational thinking and modeling in teacher education, ranging from studies that investigate preservice teachers’ perceptions of computational thinking to those that evaluate the efficacy of computational tools that can support such integration. Our work extends this literature by in...
Article
Full-text available
Studies of scientific practice demonstrate that the development of scientific models is an enactive and emergent process (e.g., Pickering 1995; Chandrasekharan and Nersessian 2017). Scientists make meaning through processes such as perspective taking, finding patterns, and following intuitions. In this paper, we focus on how a group of fourth grade...
Article
Full-text available
This paper situates a critical review of studies that we have conducted within the broader research literature to analyze the affordances of integrating modeling within disciplinarily-integrated games from computational thinking and science as practice perspectives. Across the studies, the analyses pursue two themes: (a) the role of agent-based mod...
Article
Full-text available
Digital games can be used as a productive and engaging medium to foster scientific expertise and have shown promise in supporting the co-development of scientific concepts and representational practices. This study focuses on the integration of a disciplinarily-integrated game, SURGE NextG, with complementary model-based activities to support the d...
Book
Over the past decade, integrated STEM education research has emerged as an international concern, creating around it an imperative for technological and disciplinary innovation and a global resurgence of interest in teaching and learning to code at the K-16 levels. At the same time, issues of democratization, equity, power and access, including rec...
Presentation
Full-text available
Although research on complex systems in K-12 STEM education has been typically grounded in Western perspectives, it emphasizes the importance of understanding emergent phenomena through building progressively complex relationships among individuals and between individuals and their environments. Several Indigenous and Western scholars have argued t...
Preprint
Full-text available
This chapter presents a brief review of complexity research in mathematics education. We argue how research on complexity, as it pertains to mathematics education, can be viewed as an epistemological discourse, an historical discourse, a disciplinary discourse, and a pragmatic discourse.
Article
As digital games and simulations become more commonplace in educational settings, it is important to document and analyze the way such digital learning environments merge with the traditional discourses and spaces of classroom-based learning environments. The current study contributes toward this goal by analyzing a representative transcript from a...
Article
Full-text available
Rate-based processes comprise an important set of scientific phenomena, as well as an important part of the K12 science curricula. Electric current is one such phenomenon, which is taught in various forms from 4th - 12th grades. Research shows that students at all levels find electricity difficult to understand, and the difficulties persist even af...
Article
Full-text available
In this chapter, we argue for an epistemological shift from viewing coding and computational thinking as mastery over computational logic and symbolic forms, to viewing them as a more complex form of experience. Rather than viewing computing as regurgitation and production of a set of axiomatic computational abstractions, we argue that computing an...
Article
Full-text available
There is now a growing body of literature that argues for the use of computational programming and modeling in K12 science classrooms. However, one of the common pedagogical challenges of using computational modeling in the classroom is the overhead of learning programming, which interrupts curricular flow because it necessitates specialized techni...
Presentation
Full-text available
Grafemos is an immersive environment designed for children to learn about complex systems. It integrates Indigenous perspectives on design and complexity and Western scientific and technological perspectives on computational modeling and complexity.
Presentation
Full-text available
This paper introduces an immersive learning environment-Grafemos-that is designed for learning about complex systems that integrate two ways of knowing (epistemologies): Indigenous perspectives on design and complexity and Western scientific and technological perspectives on computational modeling and complexity. Using Grafemos, learners can learn...
Article
Full-text available
Disciplinarily-integrated games represent a generalizable genre and template for designing games to support science learning with a focus on bridging across formal and phenomenological representations of core science relationships (Clark, Sengupta, Brady, Martinez-Garza, and Killingsworth, 2015; Clark, Sengupta, & Virk, 2016; Sengupta & Clark, 2016...
Article
Full-text available
Contemporary debates on "open science" mostly focus on the pub- lic accessibility of the products of scientific and academic work. In contrast, this paper presents arguments for "opening" the ongoing work of science. That is, this paper is an invitation to rethink the university with an eye toward engaging the public in the dynamic, conceptual and...
Article
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In this paper, we introduce ''public computation'' as a genre of learning environments that can be used to radically broaden public participation in authentic, computation-enabled STEM disciplinary practices. Our paradigmatic approach utilizes open-source software designed for professional scientists, engineers and digital artists, and situates the...
Article
Full-text available
Computational thinking (CT) parallels the core practices of science, technology, engineering, and mathematics (STEM) education and is believed to effectively support students’ learning of science and math concepts. However, despite the synergies between CT and STEM education, integrating the two to support synergistic learning remains an important...
Poster
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Increasingly, researchers are using Social Network Analyses (SNA) to characterize school culture and collaboration characteristics of teachers involved in professional development sessions (Cela, Sicilia, & Sanchez, 2015; Daly et al., 2010). More recently, SNA has been used to understand STEM teaching and learning, and to suggest directions for fut...
Article
In this paper, we introduce 'public computation' as a genre of learning environments that can be used to radically broaden public participation in authentic, computation-enabled STEM disciplinary practices. Our paradigmatic approach utilizes open source software designed for professional scientists, engineers and digital artists, and situates them...
Article
Full-text available
How can elementary grade teachers integrate programming and computational thinking with the science curriculum? To answer this question, we present results from a long-term, design-based, microgenetic study where 1) agent-based programming using ViMAP was integrated with existing elementary science curricula and 2) lessons were taught by the classr...
Article
Full-text available
We extend the theory of disciplinary integration of games for science education beyond the virtual world of games, and identify two key themes of a practice-based theoretical commitment to science learning: (1) materiality in the classroom and (2) iterative design of multiple, complementary symbolic inscriptions (e.g., graphs and agent-based progra...
Article
Full-text available
In this paper, we present a third-grade ecology learning environment that integrates two forms of modeling--embodied modeling and agent-based modeling (ABMs)--through the generation of mathematical representations that are common to both forms of modeling. The term "agent" in the context of ABMs indicates individual computational objects or actors...
Article
Studies of scientists building models show that the development of scientific models involves a great deal of subjectivity. However, science as experienced in school settings typically emphasizes an overly objective and rationalistic view. In this paper, we argue for focusing on the development of disciplined interpretation as an epistemic and repr...
Article
Full-text available
We have iteratively designed and researched five digital games focusing on Newtonian dynamics for middle school classrooms during the past seven years. The designs have evolved dramatically in terms of the roles and relationships of the formal representations, phenomenological representations, and control schemes. Phenomenological representations c...
Article
Digital games can make unique and powerful contributions to K-12 science education, but much of that potential remains unrealized. Research evaluating games for learning still relies primarily on pre- and post-test data, which limits possible insights into more complex interactions between game design features, gameplay, and formal assessment. Ther...
Chapter
Clark, Sengupta, Brady, Martinez-Garza, and Killingsworth (2015) and Sengupta and Clark (submitted) propose disciplinarily-integrated games as a generalizable template for supporting students in interpreting, manipulating, and translating across phenomenological and formal representations in support of a Science as Practice perspective (Pickering,...
Article
Full-text available
In this paper, we argue that a democratic approach to children's computing education in a science class must focus on the aesthetics of children's experience. In Democracy and Education, Dewey links "democracy" with a distinctive understanding of "experience". For Dewey, the value of educational experiences lies in "the unity or integrity of experi...
Conference Paper
In this chapter, we report two studies in which 3rd- and 4th-grade students used a distributed computing infrastructure (ViMAP-Tangible) in order to collaboratively invent “mathematical machines” for generating geometric shapes. ViMAP-Tangible combines the ViMAP visual programming language with a distributed computing infrastructure, in which stude...
Article
Full-text available
Background In this paper, we investigate the relationship between theory and design in the context of creating digital games to support children's development of scientific expertise. Synthesis Theoretically, we consider two frameworks: Knowledge in Pieces (or KiP) and Science as Practice (or SaP). While KiP is a theory about the structure of human...
Article
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Introducing students to visual programming as a pathway to text-based programming.
Article
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Environments in which learning involves coordinating multiple external representations (MERs) can productively support learners in making sense of complex models and relationships. Educational digital games provide an increasing popular medium for engaging students in manipulating and exploring such models and relationships. This article applies co...
Article
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How does deep conceptual change occur when students play well-designed educational games? To answer this question, we present a case study in the form of a microgenetic analysis of a student’s processes of knowledge construction as he played a conceptually-integrated digital game (SURGE Next) designed to support learning about Newtonian mechanics....
Article
In this paper, we investigate the interactions among oligarchs, political parties, and voters using an agent-based modeling approach. We introduce the OLIGO model, which is based on the spatial model of democracy, where voters have positions in a policy space and vote for the party that appears closest to them, and parties move in policy space to s...
Chapter
There is now growing consensus that K12 science education needs to focus on core epistemic and representational practices of scientific inquiry (Duschl, Schweingruber, & Shouse, 2007; Lehrer & Schauble, 2006). In this chapter, the authors focus on two such practices: argumentation and computational modeling. Novice science learners engaging in thes...
Article
Full-text available
Simulations provide a suitable environment for discovery learning, but are not pedagogically effective unless exploration tasks are suitably scaffolded. We are developing an architecture for a computer based learning environment that includes a multi-agent based simulation, a causal modeling tool, and a set of contextualized scaffolds provided by a...
Article
In recent years much research has explored the potential of using video games in education. This effort has produced many interesting games though it is unclear if "educational video games" have achieved their promise. Similarly, for many years constructionists have engaged children in learning across a variety of contexts, including game design. W...
Article
Full-text available
We examine the process through which computational thinking develops in a perspectival fashion as two middle school students collaborate with each other in order to develop computational models of two graphs of motion. We present an interaction analysis of the students' discourse and computational modeling, and analyze how they came to a joint unde...
Article
Full-text available
We investigate how the integration of visual agent-based programming and computationally augmented physical structures can support curricular integration across STEM domains for elementary grade students. We introduce ViMAP-Tangible, a socio-technically distributed computational learning environment, which integrates ultrasonic sensors with the ViM...