M. Walton, Janet D. K. Walkoe, Andrew Elby, Janet Bih Fofang, David Weintrop
The importance of integrating computational thinking (CT) into existing school structures, like core content domains, has emerged from efforts to improve computer science education in the U.S. In the past, computer science has often been treated as an elective or enrichment activity, which limits students’ exposure to foundational computing ideas, especially in underserved schools. However, given the ubiquity technology plays in our lives, it is imperative that all students have access to CT. Few studies have focused on how pre-service teachers (PSTs) learn about CT. Some researchers argue that CT integration into K-12 education belongs in teacher preparation programs and that teacher educators should develop courses aimed at supporting PSTs’ understanding of CT in the context of schools. This paper explores the ways in which PSTs begin to understand CT and how they work to integrate CT into their core subject areas.
{"title":"Teachers' Conceptualizations of Computational and Mathematical Thinking","authors":"M. Walton, Janet D. K. Walkoe, Andrew Elby, Janet Bih Fofang, David Weintrop","doi":"10.22318/ICLS2020.2053","DOIUrl":"https://doi.org/10.22318/ICLS2020.2053","url":null,"abstract":"The importance of integrating computational thinking (CT) into existing school structures, like core content domains, has emerged from efforts to improve computer science education in the U.S. In the past, computer science has often been treated as an elective or enrichment activity, which limits students’ exposure to foundational computing ideas, especially in underserved schools. However, given the ubiquity technology plays in our lives, it is imperative that all students have access to CT. Few studies have focused on how pre-service teachers (PSTs) learn about CT. Some researchers argue that CT integration into K-12 education belongs in teacher preparation programs and that teacher educators should develop courses aimed at supporting PSTs’ understanding of CT in the context of schools. This paper explores the ways in which PSTs begin to understand CT and how they work to integrate CT into their core subject areas.","PeriodicalId":145751,"journal":{"name":"International Conference of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134631683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Gribble, Paul N. Reimer, Aileen Rizo, Steve Pauls, Brittany Caldwell, M. Macias, Alexis Spina, Leah F. Rosenbaum
This work explores the ways children learn mathematics through playing with coding (programming) and a robot in a preschool setting after a teacher expressed interest in robot coding at a summer institute. Drawing on the importance of learning mathematics through play in early childhood, this paper examines the affordances and constraints of implementing robot coding in a preschool setting across two initial screen-less coding sessions with the robot. Our findings suggest that children were challenged to connect the symbolic markers with the robot’s movement, requiring teacher scaffolding and facilitation. Nonetheless, we argue that coding experiences can support preschool mathematics learning outside of traditional pathways.
{"title":"Robot Block-based Coding in Preschool","authors":"J. Gribble, Paul N. Reimer, Aileen Rizo, Steve Pauls, Brittany Caldwell, M. Macias, Alexis Spina, Leah F. Rosenbaum","doi":"10.22318/ICLS2020.2229","DOIUrl":"https://doi.org/10.22318/ICLS2020.2229","url":null,"abstract":"This work explores the ways children learn mathematics through playing with coding (programming) and a robot in a preschool setting after a teacher expressed interest in robot coding at a summer institute. Drawing on the importance of learning mathematics through play in early childhood, this paper examines the affordances and constraints of implementing robot coding in a preschool setting across two initial screen-less coding sessions with the robot. Our findings suggest that children were challenged to connect the symbolic markers with the robot’s movement, requiring teacher scaffolding and facilitation. Nonetheless, we argue that coding experiences can support preschool mathematics learning outside of traditional pathways.","PeriodicalId":145751,"journal":{"name":"International Conference of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132172241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Golnaz Arastoopour Irgens, Simon Knight, A. Wise, T. Philip, Maria C. Olivares, Sarah Van Wart, Sepehr Vakil, J. Marshall, Tapan S. Parikh, M. L. Lopez, Michelle Wilkerson, Kris D. Gutiérrez, Shiyan Jiang, J. Kahn
The ability to interpret, evaluate, and make data-based decisions is critical in the age of big data. Normative scripts around the use of data position them as a privileged epistemic form conferring authority through objectivity that can serve as a lever for effecting change. However, humans and materials shape how data are created and used which can reinscribe existing power relations in society at large (Van Wart, Lanouette & Parikh, 2020). Thus, research is needed on how learners can be supported to engage in critical data literacies through sociocultural perspectives. As a field intimately concerned with data-based reasoning, social justice, and design, the learning sciences is well-positioned to contribute to such an effort. This symposium brings together scholars to present theoretical frameworks and empirical studies on the design of learning spaces for critical data literacies. This collection supports a larger discussion around existing tensions, additional design considerations, and new methodologies.
{"title":"Data Literacies and Social Justice: Exploring Critical Data Literacies through Sociocultural Perspectives","authors":"Golnaz Arastoopour Irgens, Simon Knight, A. Wise, T. Philip, Maria C. Olivares, Sarah Van Wart, Sepehr Vakil, J. Marshall, Tapan S. Parikh, M. L. Lopez, Michelle Wilkerson, Kris D. Gutiérrez, Shiyan Jiang, J. Kahn","doi":"10.22318/ICLS2020.406","DOIUrl":"https://doi.org/10.22318/ICLS2020.406","url":null,"abstract":"The ability to interpret, evaluate, and make data-based decisions is critical in the age of big data. Normative scripts around the use of data position them as a privileged epistemic form conferring authority through objectivity that can serve as a lever for effecting change. However, humans and materials shape how data are created and used which can reinscribe existing power relations in society at large (Van Wart, Lanouette & Parikh, 2020). Thus, research is needed on how learners can be supported to engage in critical data literacies through sociocultural perspectives. As a field intimately concerned with data-based reasoning, social justice, and design, the learning sciences is well-positioned to contribute to such an effort. This symposium brings together scholars to present theoretical frameworks and empirical studies on the design of learning spaces for critical data literacies. This collection supports a larger discussion around existing tensions, additional design considerations, and new methodologies.","PeriodicalId":145751,"journal":{"name":"International Conference of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131483553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Encouraging Revision of Scientific Ideas with Critique in an Online Genetics Unit","authors":"Emily Harrison, Libby F. Gerard, M. Linn","doi":"10.22318/cscl2018.816","DOIUrl":"https://doi.org/10.22318/cscl2018.816","url":null,"abstract":"","PeriodicalId":145751,"journal":{"name":"International Conference of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131598003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A study of small groups collaborating at an interactive tabletop was conducted. Group discussions were coded according to the type and quality of social regulation processes used. Episodes of high and low quality social regulation were then matched with the software logs to identify patterns of interaction associated with quality of social regulation. A key finding is that instances of low-quality social regulation were characterized by more than twice as much interaction with the software as high-quality instances.
{"title":"Filling in the Gaps: Capturing Social Regulation in an Interactive Tabletop Learning Environment","authors":"Abigail Evans, J. Wobbrock","doi":"10.22318/ICLS2014.1157","DOIUrl":"https://doi.org/10.22318/ICLS2014.1157","url":null,"abstract":"A study of small groups collaborating at an interactive tabletop was conducted. Group discussions were coded according to the type and quality of social regulation processes used. Episodes of high and low quality social regulation were then matched with the software logs to identify patterns of interaction associated with quality of social regulation. A key finding is that instances of low-quality social regulation were characterized by more than twice as much interaction with the software as high-quality instances.","PeriodicalId":145751,"journal":{"name":"International Conference of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133742171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-06-29DOI: 10.22318/ICLS2010.1.1159
A. Magnifico
Giving students opportunities to interact with real readers of their work may not only motivate them to write, but also to take on new literacies and see themselves as writers in new ways. I detail two case studies of successful writing communities---a high school classroom and an extracurricular arts program---and describe adolescent writing practices in the active (and often interactive) presence of the two different collaborative audiences. I discuss structural implications for the structure of authentic writing and writing workshop environments, the role of mentors in such instructional spaces, and the importance of teaching students how to be effective, collaborative audience members and readers of each others' writing.
{"title":"\"Getting others' perspectives\": a case study of creative writing environments and mentorship","authors":"A. Magnifico","doi":"10.22318/ICLS2010.1.1159","DOIUrl":"https://doi.org/10.22318/ICLS2010.1.1159","url":null,"abstract":"Giving students opportunities to interact with real readers of their work may not only motivate them to write, but also to take on new literacies and see themselves as writers in new ways. I detail two case studies of successful writing communities---a high school classroom and an extracurricular arts program---and describe adolescent writing practices in the active (and often interactive) presence of the two different collaborative audiences. I discuss structural implications for the structure of authentic writing and writing workshop environments, the role of mentors in such instructional spaces, and the importance of teaching students how to be effective, collaborative audience members and readers of each others' writing.","PeriodicalId":145751,"journal":{"name":"International Conference of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123249467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vanessa Svihla, Drue Gawel, Megan Brown, Allison L. Moore, N. Vye, J. Bransford
This poster presents design implications related to findings from research on the development of Interactive Learning Assessments (ILAs). Standardized assessments using multiple choice questions cannot measure the most critical aspects of learning for the 21st century. ILAs place students in advisory roles, leveraging a place-based metaphor to navigate, learn, then give counsel in situations in which they do not already know how to solve the problem; we assess how students learn to learn.
{"title":"21st Century Assessment: Redesigning to Optimize Learning","authors":"Vanessa Svihla, Drue Gawel, Megan Brown, Allison L. Moore, N. Vye, J. Bransford","doi":"10.22318/ICLS2010.2.474","DOIUrl":"https://doi.org/10.22318/ICLS2010.2.474","url":null,"abstract":"This poster presents design implications related to findings from research on the development of Interactive Learning Assessments (ILAs). Standardized assessments using multiple choice questions cannot measure the most critical aspects of learning for the 21st century. ILAs place students in advisory roles, leveraging a place-based metaphor to navigate, learn, then give counsel in situations in which they do not already know how to solve the problem; we assess how students learn to learn.","PeriodicalId":145751,"journal":{"name":"International Conference of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126279605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-06-29DOI: 10.22318/ICLS2010.1.1079
Kate T. Anderson, M. Gresalfi
Research on classroom discourse has long underscored the integral role of social interaction in learning, yet designing for and supporting meaningful classroom interaction often remains a challenge. This paper examines the ways that elementary school students are positioned and position themselves during activities aimed at promoting reflexivity about small-group math discussions. We examine one student group's participation in three such activities over eight months' time and specifically highlight the role of a mediating tool that was designed to support participation-centered rather than ability-centered conceptions of learning. Our aim is to examine how one focal group's math discussions were or were not shaped by the tool in ways that were consequential for productive collaborative engagement.
{"title":"Talking with your mouth full: the role of a mediating tool in shaping collective positioning","authors":"Kate T. Anderson, M. Gresalfi","doi":"10.22318/ICLS2010.1.1079","DOIUrl":"https://doi.org/10.22318/ICLS2010.1.1079","url":null,"abstract":"Research on classroom discourse has long underscored the integral role of social interaction in learning, yet designing for and supporting meaningful classroom interaction often remains a challenge. This paper examines the ways that elementary school students are positioned and position themselves during activities aimed at promoting reflexivity about small-group math discussions. We examine one student group's participation in three such activities over eight months' time and specifically highlight the role of a mediating tool that was designed to support participation-centered rather than ability-centered conceptions of learning. Our aim is to examine how one focal group's math discussions were or were not shaped by the tool in ways that were consequential for productive collaborative engagement.","PeriodicalId":145751,"journal":{"name":"International Conference of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116411362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-06-29DOI: 10.22318/ICLS2010.1.1063
Janet D. K. Walkoe
Ideas about how students learn algebra have shifted over the years. Reform curricula have been developed to address these changes. Teachers' conceptualizations of algebra play a large role in how they view and implement reform curricula. This paper explores teachers' conceptualizations of algebra and investigates how they draw on their conceptualizations in the moments of instruction through the use of new methods that incorporate teacher-selected classroom video clips. Data revealed that teachers' verbal descriptions of student algebraic thinking did not always align with moments of instruction they selected as providing evidence of student algebraic thinking.
{"title":"Seeing algebraic thinking in the classroom: a study of teachers' conceptualizations of algebra","authors":"Janet D. K. Walkoe","doi":"10.22318/ICLS2010.1.1063","DOIUrl":"https://doi.org/10.22318/ICLS2010.1.1063","url":null,"abstract":"Ideas about how students learn algebra have shifted over the years. Reform curricula have been developed to address these changes. Teachers' conceptualizations of algebra play a large role in how they view and implement reform curricula. This paper explores teachers' conceptualizations of algebra and investigates how they draw on their conceptualizations in the moments of instruction through the use of new methods that incorporate teacher-selected classroom video clips. Data revealed that teachers' verbal descriptions of student algebraic thinking did not always align with moments of instruction they selected as providing evidence of student algebraic thinking.","PeriodicalId":145751,"journal":{"name":"International Conference of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134366711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-06-29DOI: 10.22318/ICLS2010.1.1032
Tiffany-Rose Sikorski, David M. Hammer
Researchers in science education have moved quickly to pursue "learning progressions," defined by the NRC (2007) as "descriptions of the successively more sophisticated ways of thinking about a topic" (p. 219). Given the speed of its adoption, it is not surprising there are variations in how the notion is understood, regarding how to assess sophistication as well as how to conceptualize progress. We examine learning progressions by three leading groups, to challenge assumptions that (1) ideas are "more sophisticated" insofar as they align more closely with end-state canonical knowledge, and (2) student progress can be characterized as a sequence of levels. These assumptions conflict with advances in science education research toward views of learners' knowledge and reasoning as complex, dynamic ecologies. By moving quickly to embrace learning progressions as an organizing concept for research, the community risks surrendering its own hard-won progress.
{"title":"A critique of how learning progressions research conceptualizes sophistication and progress","authors":"Tiffany-Rose Sikorski, David M. Hammer","doi":"10.22318/ICLS2010.1.1032","DOIUrl":"https://doi.org/10.22318/ICLS2010.1.1032","url":null,"abstract":"Researchers in science education have moved quickly to pursue \"learning progressions,\" defined by the NRC (2007) as \"descriptions of the successively more sophisticated ways of thinking about a topic\" (p. 219). Given the speed of its adoption, it is not surprising there are variations in how the notion is understood, regarding how to assess sophistication as well as how to conceptualize progress. We examine learning progressions by three leading groups, to challenge assumptions that (1) ideas are \"more sophisticated\" insofar as they align more closely with end-state canonical knowledge, and (2) student progress can be characterized as a sequence of levels. These assumptions conflict with advances in science education research toward views of learners' knowledge and reasoning as complex, dynamic ecologies. By moving quickly to embrace learning progressions as an organizing concept for research, the community risks surrendering its own hard-won progress.","PeriodicalId":145751,"journal":{"name":"International Conference of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114332296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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