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Computational Pedagogy: Fostering a New Method of Teaching

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2016 ASEE Annual Conference & Exposition


New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016





Conference Session

Best of Computers in Education Division

Tagged Division

Computers in Education

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Paper Authors


Osman Yasar The College at Brockport - SUNY Orcid 16x16

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Osman Yasar is an endowed professor and director of the CMST Institute at The College at Brockport, SUNY. He established the first undergraduate degree program in computational science in the United States and developed a computational pedagogical content knowledge (CPACK) framework for teacher professional development. His research interests include engineering and science education, computational pedagogy, computational theory of mind, fluid and particle dynamics, engine ignition modeling, and parallel computing. Yasar has a PhD in engineering physics and
MS degrees in computer science and nuclear engineering from the University of Wisconsin–Madison. He also has BS and MS degrees in physics from Hacettepe University-Ankara. He co-founded a national supercomputer center and a doctoral program in computational science and engineering at Istanbul Technical University. In 2005, he was honored as one of the Top 25 national icons in his native homeland. Contact him at

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Peter Veronesi The College at Brockport - SUNY

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Dr. Peter Veronesi is program coordinator and lead faculty for the Adolescence Inclusive Science Education programs at The College at Brockport-SUNY.

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Jose Maliekal The College at Brockport, SUNY


Leigh J Little The College at Brockport - SUNY

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Leigh Little is currently a member of the Earth Sciences Department at SUNY Brockport.

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Sounthone E Vattana The College at Brockport - SUNY

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Sounthone Vattana obtained his bachelor's degree in Mathematics from SUNY College at Brockport,1997, and master's degrees in Adolescent Education, Roberts Wesleyan College, 2003, and Computational Science, SUNY College at Brockport, 2005. He has worked as a 7-12 math and computer programming teacher and is currently an adjunct professor in the School of Science and Mathematics at the College at Brockport.

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Ibrahim H. Yeter Texas Tech University Orcid 16x16

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Ibrahim H. Yeter is currently a PhD candidate in the Curriculum and Instruction program at the College of Education, and at the same time, he is pursuing his Master's degree in Petroleum Engineering at Texas Tech University. He is highly interested in conducting research within the Engineering Education framework. Mr. Yeter plans to graduate in December 2016 with both degrees and is looking forward to securing a teaching position within a research university and continuing his in-depth research on Engineering Education.

He is one of two scholarships awarded by NARST (National Association for Research in Science Teaching) to attend the ESERA (European Science Education Research Association) summer research conference in České Budějovice, Czech Republic in August 2016. In addition, he has been named as one of 14 Jhumki Basu Scholars by the NARST’s Equity and Ethics Committee in 2014. He is the first and only individual from his native country and Texas Tech University to have received this prestigious award. Furthermore, he was a recipient of the Texas Tech University President’s Excellence in Diversity & Equity award in 2014 and was the only graduate student to have received the award, which was granted based on outstanding activities and projects that contribute to a better understanding of equity and diversity issues within Engineering Education.

Additional projects involvement include: Engineering is Elementary (EiE) Project; Computational Thinking/Pedagogy Project; Rocket Project of SystemsGo; World MOON Project; East Lubbock Promise Neighborhood (ELPN) Project; and Robotics. Since 2013 he has served as the president of the Nu Sigma chapter of Kappa Delta Pi: International Honor Society in Education and was the founding president of ASEE Student Chapter at Texas Tech University. He can be reached at

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Teaching with technology still remains as a challenge. Making judicious choices of when, what and how specific tools and pedagogies to use in the teaching of a topic can be improved with the help of curriculum inventories, training, and practices but as new and more capable technologies arrive, such resources and experience do not often transfer to new circumstances. This article presents a case study in which computational modeling and simulation technology (CMST) is used to improve technological pedagogical content knowledge (TPACK) of teachers. We report findings of a summer training program for both pre-service and in-service teachers in the Northeastern United States. CMST has shown to be effective on both teaching and learning. Results show that it helps teachers to integrate technology into their teaching in a more permanent, constructive, and tool-independent way. It has also shown to improve student learning in a constructive fashion by first enabling deductive introduction of a topic from a general simplistic framework and then guiding the learner to inductively discover underlying STEM principles through experimentation.

Yasar, O., & Veronesi, P., & Maliekal, J., & Little, L. J., & Vattana, S. E., & Yeter, I. H. (2016, June), Computational Pedagogy: Fostering a New Method of Teaching Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26550

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