Pub Date : 2021-07-28DOI: 10.1080/08993408.2021.1956216
Laura E. de Ruiter, M. Bers
ABSTRACT Background and Context Despite the increasing implementation of coding in early curricula, there are few valid and reliable assessments of coding abilities for young children. This impedes studying learning outcomes and the development and evaluation of curricula. Objective Developing and validating a new instrument for assessing young children’s proficiency in the programming language ScratchJr, based on the Coding Stages framework. Method We used an iterative, design-based research approach to develop the Coding Stages Assessment (CSA), a one-on-one assessment capturing children’s technical skills and expressivity. We tested 118 five-to-eight-year-olds and used Classical Test Theory and Item Response Theory to evaluate the assessment’s psychometric properties. Findings The CSA has good to very good reliability. CSA scores were correlated with computational thinking ability, demonstrating construct validity. The items have good discrimination levels, and a variety of difficulty levels to capture different proficiency levels. Younger children tended to have lower scores, but even first graders can achieve the highest coding stage. There was no evidence of gender or age bias. Implications The CSA allows testing learning theories and curricula, which supports the implementation of Computer Science as a school subject. The successful remote administration demonstrates that it can be used without geographical restrictions.
{"title":"The Coding Stages Assessment: development and validation of an instrument for assessing young children’s proficiency in the ScratchJr programming language","authors":"Laura E. de Ruiter, M. Bers","doi":"10.1080/08993408.2021.1956216","DOIUrl":"https://doi.org/10.1080/08993408.2021.1956216","url":null,"abstract":"ABSTRACT Background and Context Despite the increasing implementation of coding in early curricula, there are few valid and reliable assessments of coding abilities for young children. This impedes studying learning outcomes and the development and evaluation of curricula. Objective Developing and validating a new instrument for assessing young children’s proficiency in the programming language ScratchJr, based on the Coding Stages framework. Method We used an iterative, design-based research approach to develop the Coding Stages Assessment (CSA), a one-on-one assessment capturing children’s technical skills and expressivity. We tested 118 five-to-eight-year-olds and used Classical Test Theory and Item Response Theory to evaluate the assessment’s psychometric properties. Findings The CSA has good to very good reliability. CSA scores were correlated with computational thinking ability, demonstrating construct validity. The items have good discrimination levels, and a variety of difficulty levels to capture different proficiency levels. Younger children tended to have lower scores, but even first graders can achieve the highest coding stage. There was no evidence of gender or age bias. Implications The CSA allows testing learning theories and curricula, which supports the implementation of Computer Science as a school subject. The successful remote administration demonstrates that it can be used without geographical restrictions.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":"32 1","pages":"388 - 417"},"PeriodicalIF":2.7,"publicationDate":"2021-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08993408.2021.1956216","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42187439","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 : 2021-07-20DOI: 10.1080/08993408.2021.1953296
O. Mcgarr, C. Exton, Julie Power, Clare McInerney
ABSTRACT Background and Context School principals and school guidance counsellors can be very influential in deciding what subjects are offered on the curriculum, how they are promoted and who they are targeted to. For that reason, exploring their views of Computer Science (CS) as a subject can help unearth potential barriers that may hinder the wider uptake of the subject in schools. Objective This study aimed to explore school principals and school guidance counsellors’ views of CS as a subject at upper second level education in Ireland as part of the launch of a new subject. Method Using one-to-one semi-structured interviews, the study sought the views of a sample pf 10 school principals and 10 school guidance counsellors from secondary schools in Ireland that had recently introduced the subject of CS on the curriculum. Findings The study found contradictory views expressed, where the participants emphasised the value of the subject for all students, while at the same time presenting it as more suitable for certain types of students - highlight the tensions between the espoused values and the actual reality of practice.
{"title":"What about the gatekeepers? School principals’ and school guidance counsellors’ attitudes towards computer science in secondary schools","authors":"O. Mcgarr, C. Exton, Julie Power, Clare McInerney","doi":"10.1080/08993408.2021.1953296","DOIUrl":"https://doi.org/10.1080/08993408.2021.1953296","url":null,"abstract":"ABSTRACT Background and Context School principals and school guidance counsellors can be very influential in deciding what subjects are offered on the curriculum, how they are promoted and who they are targeted to. For that reason, exploring their views of Computer Science (CS) as a subject can help unearth potential barriers that may hinder the wider uptake of the subject in schools. Objective This study aimed to explore school principals and school guidance counsellors’ views of CS as a subject at upper second level education in Ireland as part of the launch of a new subject. Method Using one-to-one semi-structured interviews, the study sought the views of a sample pf 10 school principals and 10 school guidance counsellors from secondary schools in Ireland that had recently introduced the subject of CS on the curriculum. Findings The study found contradictory views expressed, where the participants emphasised the value of the subject for all students, while at the same time presenting it as more suitable for certain types of students - highlight the tensions between the espoused values and the actual reality of practice.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":"33 1","pages":"168 - 185"},"PeriodicalIF":2.7,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08993408.2021.1953296","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44891818","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 : 2021-07-01DOI: 10.1080/08993408.2021.1947642
Frederick J. Poole, Jody Clarke, Melissa Rasmussen, Umar Shehzad, Victor R. Lee
ABSTRACT There is a growing perception that computational thinking can be developed in unplugged environments. A recent trend among these unplugged approaches is the use of tabletop games. While there are many commercial tabletop games on the market that are promoted as teaching computer science and/or computational skills, little is known about how these games are supposed to support learning. This study investigates the types of tabletop games that are currently being promoted as teaching computational thinking, who such games are marketed towards, and how game designs could provide opportunities for developing computational thinking. We conducted a content analysis to explore the type of tabletop games currently being created, their audiences, and the kinds of game mechanics and design features being implemented to teach computational thinking concepts. In this study, we created a taxonomy of computational thinking tabletop games that identified three primary categories (e.g. code building, code execution, and puzzle games) . Games that fall into our categories share similar learning claims, target audiences, and game mechanics. Our taxonomy offers a starting place for educators who want to explore the use of tabletop games for introducing computational thinking concepts in unplugged settings, suggestions for designers, and areas of investigation for researchers.
{"title":"Tabletop games designed to promote computational thinking","authors":"Frederick J. Poole, Jody Clarke, Melissa Rasmussen, Umar Shehzad, Victor R. Lee","doi":"10.1080/08993408.2021.1947642","DOIUrl":"https://doi.org/10.1080/08993408.2021.1947642","url":null,"abstract":"ABSTRACT There is a growing perception that computational thinking can be developed in unplugged environments. A recent trend among these unplugged approaches is the use of tabletop games. While there are many commercial tabletop games on the market that are promoted as teaching computer science and/or computational skills, little is known about how these games are supposed to support learning. This study investigates the types of tabletop games that are currently being promoted as teaching computational thinking, who such games are marketed towards, and how game designs could provide opportunities for developing computational thinking. We conducted a content analysis to explore the type of tabletop games currently being created, their audiences, and the kinds of game mechanics and design features being implemented to teach computational thinking concepts. In this study, we created a taxonomy of computational thinking tabletop games that identified three primary categories (e.g. code building, code execution, and puzzle games) . Games that fall into our categories share similar learning claims, target audiences, and game mechanics. Our taxonomy offers a starting place for educators who want to explore the use of tabletop games for introducing computational thinking concepts in unplugged settings, suggestions for designers, and areas of investigation for researchers.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":"32 1","pages":"449 - 475"},"PeriodicalIF":2.7,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45680167","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 : 2021-06-17DOI: 10.1080/08993408.2021.1940787
David W. Jackson, Yihong Cheng
ABSTRACT Background and Context Computational thinking and practices (CT|P) are key competencies for learners in science and engineering. For studies with young adolescents as participants, manifested research philosophies are sometimes inconsistent with societal pluralisms. Objective Based on research literature from 2016 to early 2019 for CT|P in required science and engineering classes with youth ages 10-15 – a sensitive age range for cognitive and affective development – we wrote a literature review that argues for the use of more pluralistic and critical research philosophies, which will strengthen research design, implementation, and meta-inferences (Collins et al., 2012). Method We analyzed 20 qualifying studies per research philosophies common to mixed research, giving extra attention to studies that acknowledge cultural pluralisms, engage those pluralisms in conversation with each other, and ensure that historically marginalized populations have equiTable – not just equal – participation (Onwuegbuzie & Frels, 2013). Findings We found that studies consistently emphasized pragmatism-of-the-middle and communities of practice; sometimes operated within critical realist, pragmatism-of-the-right, or transformative-emancipatory philosophies; and rarely engaged in dialectical ways. Implications To avoid decontextualized or overly individualistic approaches that fail to address systemic and institutional social inequities (in education, housing, healthcare, policing, voting, etc.), future work should take more pluralistic and critical philosophical approaches. We highlight several exemplars in hope that research will support youth in maintaining and extending computational practices in culturally sustaining ways (Paris, 2012).
{"title":"Maintaining pluralism when embedding computational thinking in required science and engineering classes with young adolescents","authors":"David W. Jackson, Yihong Cheng","doi":"10.1080/08993408.2021.1940787","DOIUrl":"https://doi.org/10.1080/08993408.2021.1940787","url":null,"abstract":"ABSTRACT Background and Context Computational thinking and practices (CT|P) are key competencies for learners in science and engineering. For studies with young adolescents as participants, manifested research philosophies are sometimes inconsistent with societal pluralisms. Objective Based on research literature from 2016 to early 2019 for CT|P in required science and engineering classes with youth ages 10-15 – a sensitive age range for cognitive and affective development – we wrote a literature review that argues for the use of more pluralistic and critical research philosophies, which will strengthen research design, implementation, and meta-inferences (Collins et al., 2012). Method We analyzed 20 qualifying studies per research philosophies common to mixed research, giving extra attention to studies that acknowledge cultural pluralisms, engage those pluralisms in conversation with each other, and ensure that historically marginalized populations have equiTable – not just equal – participation (Onwuegbuzie & Frels, 2013). Findings We found that studies consistently emphasized pragmatism-of-the-middle and communities of practice; sometimes operated within critical realist, pragmatism-of-the-right, or transformative-emancipatory philosophies; and rarely engaged in dialectical ways. Implications To avoid decontextualized or overly individualistic approaches that fail to address systemic and institutional social inequities (in education, housing, healthcare, policing, voting, etc.), future work should take more pluralistic and critical philosophical approaches. We highlight several exemplars in hope that research will support youth in maintaining and extending computational practices in culturally sustaining ways (Paris, 2012).","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":"32 1","pages":"235 - 259"},"PeriodicalIF":2.7,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08993408.2021.1940787","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45477369","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 : 2021-06-15DOI: 10.1080/08993408.2021.1935554
Jacqueline Nijenhuis-Voogt, Durdane Bayram-Jacobs, P. Meijer, E. Barendsen
ABSTRACT Background and Context Computing education is expanding, while the teaching of algorithms is less well studied. Objective The aim of this study was to examine teachers’ pedagogical content knowledge (PCK) for teaching algorithms. Method We conducted semi-structured interviews with seven computer science (CS) teachers in upper secondary education (students aged 15–18). The data were analyzed qualitatively. Findings We found two patterns of variation in teachers’ PCK. First, we detected variation in the teachers’ goals related to their view of algorithms: they either focused on “thinking” about the algorithm as an object, or focused on “thinking and making”, where the algorithm is also regarded as a program. Second, we found variation in teachers’ knowledge about responding to differences between students, which may be generic or topic-specific. Furthermore, our findings reveal that teachers consider class discussions to play a significant role as an instructional method for provoking reflection. Implications Our findings regarding PCK may be beneficial for the development of teacher education and professionalization activities for CS teachers.
{"title":"Teaching algorithms in upper secondary education: a study of teachers’ pedagogical content knowledge","authors":"Jacqueline Nijenhuis-Voogt, Durdane Bayram-Jacobs, P. Meijer, E. Barendsen","doi":"10.1080/08993408.2021.1935554","DOIUrl":"https://doi.org/10.1080/08993408.2021.1935554","url":null,"abstract":"ABSTRACT Background and Context Computing education is expanding, while the teaching of algorithms is less well studied. Objective The aim of this study was to examine teachers’ pedagogical content knowledge (PCK) for teaching algorithms. Method We conducted semi-structured interviews with seven computer science (CS) teachers in upper secondary education (students aged 15–18). The data were analyzed qualitatively. Findings We found two patterns of variation in teachers’ PCK. First, we detected variation in the teachers’ goals related to their view of algorithms: they either focused on “thinking” about the algorithm as an object, or focused on “thinking and making”, where the algorithm is also regarded as a program. Second, we found variation in teachers’ knowledge about responding to differences between students, which may be generic or topic-specific. Furthermore, our findings reveal that teachers consider class discussions to play a significant role as an instructional method for provoking reflection. Implications Our findings regarding PCK may be beneficial for the development of teacher education and professionalization activities for CS teachers.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":"33 1","pages":"61 - 93"},"PeriodicalIF":2.7,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08993408.2021.1935554","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41840918","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 : 2021-06-02DOI: 10.1080/08993408.2021.1935603
Christopher Petrie
ABSTRACT Background and Context Computational Thinking (CT) has been recently integrated into new and revised Digital Technologies content (DTC) in the Technology learning area of the New Zealand School Curriculum. Objective To aid this change, this research examined how CT supports learning outcomes in both music and programming with the Sonic Pi platform. Method A mixed-methods case study designed by the researcher was developed and trialled in a regular middle school classroom. The design of instruments and analysis utilised a widely used CT assessment framework at a school level. Findings Many successes and challenges not reported in the literature on how CT can support learning outcomes in music and programming were revealed. Implications Provided some significant limitations are considered, the major implication of the results suggest educators can use Sonic Pi to support many learning outcomes in music and programming for interested students.
{"title":"Interdisciplinary computational thinking with music and programming: a case study on algorithmic music composition with Sonic Pi","authors":"Christopher Petrie","doi":"10.1080/08993408.2021.1935603","DOIUrl":"https://doi.org/10.1080/08993408.2021.1935603","url":null,"abstract":"ABSTRACT Background and Context Computational Thinking (CT) has been recently integrated into new and revised Digital Technologies content (DTC) in the Technology learning area of the New Zealand School Curriculum. Objective To aid this change, this research examined how CT supports learning outcomes in both music and programming with the Sonic Pi platform. Method A mixed-methods case study designed by the researcher was developed and trialled in a regular middle school classroom. The design of instruments and analysis utilised a widely used CT assessment framework at a school level. Findings Many successes and challenges not reported in the literature on how CT can support learning outcomes in music and programming were revealed. Implications Provided some significant limitations are considered, the major implication of the results suggest educators can use Sonic Pi to support many learning outcomes in music and programming for interested students.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":"32 1","pages":"260 - 282"},"PeriodicalIF":2.7,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08993408.2021.1935603","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48803690","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 : 2021-05-20DOI: 10.1080/08993408.2021.1929723
J. Blaney, Annie M. Wofford
ABSTRACT Background Students who transfer from community colleges in pursuit of four-year degrees (i.e., upward transfer students) represent a diverse and talented group that is critical to advancing gender equity in STEM. However, research has not yet explored factors that promote Ph.D. aspirations among upward transfer computing students, resulting in missed opportunities to support this unique group. Objective We examine the predictors of upward transfer computing students’ Ph.D. aspirations, focusing on how these patterns might be unique for upward transfer women. Method Relying on longitudinal survey data from upward transfer students across 15 research universities, we use logistic regression with interaction terms to identify the predictors of Ph.D. aspirations. Findings We found that Ph.D. aspirations were especially frequent among upward transfer women, 14% of whom aspired to earn a Ph.D. Other results highlight the importance of faculty encouragement for graduate study in predicting all upward transfer students’ Ph.D. aspirations. Beyond the direct role of such faculty encouragement, perceptions of computing faculty uniquely predicted Ph.D. aspirations for upward transfer women. Implications Our findings provide insight into how to bolster more equitable access to faculty mentorship, support students throughout the transfer process, and create inclusive faculty policies, which impact students’ perceptions of academia.
{"title":"Fostering Ph.D. aspirations among upward transfer students in computing","authors":"J. Blaney, Annie M. Wofford","doi":"10.1080/08993408.2021.1929723","DOIUrl":"https://doi.org/10.1080/08993408.2021.1929723","url":null,"abstract":"ABSTRACT Background Students who transfer from community colleges in pursuit of four-year degrees (i.e., upward transfer students) represent a diverse and talented group that is critical to advancing gender equity in STEM. However, research has not yet explored factors that promote Ph.D. aspirations among upward transfer computing students, resulting in missed opportunities to support this unique group. Objective We examine the predictors of upward transfer computing students’ Ph.D. aspirations, focusing on how these patterns might be unique for upward transfer women. Method Relying on longitudinal survey data from upward transfer students across 15 research universities, we use logistic regression with interaction terms to identify the predictors of Ph.D. aspirations. Findings We found that Ph.D. aspirations were especially frequent among upward transfer women, 14% of whom aspired to earn a Ph.D. Other results highlight the importance of faculty encouragement for graduate study in predicting all upward transfer students’ Ph.D. aspirations. Beyond the direct role of such faculty encouragement, perceptions of computing faculty uniquely predicted Ph.D. aspirations for upward transfer women. Implications Our findings provide insight into how to bolster more equitable access to faculty mentorship, support students throughout the transfer process, and create inclusive faculty policies, which impact students’ perceptions of academia.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":"31 1","pages":"489 - 511"},"PeriodicalIF":2.7,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08993408.2021.1929723","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44946972","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 : 2021-05-17DOI: 10.1080/08993408.2021.1920816
Mayela Coto Chotto, Sonia Mora Rivera, Beatriz Eugenia Grass, Juan Murillo-Morera
ABSTRACT Background and context Emotions are ubiquitous in academic settings and affect learning strategies, motivation to persevere, and academic outcomes, however they have not figured prominently in research on learning to program at the university level. Objective To summarize the current knowledge available on the effect of emotions on students while they learn to program. We were interested in what emotions have been studied, what kind of tools researchers have used to measure students’ emotions, what emotions arise most frequently when students learn to program, and how researchers use this knowledge. Method A search of academic databases was performed using a search string constructed using PICo as a framework. A group of 29 studies that met the inclusion criteria were analyzed to answer a set of research questions derived from the study objective. Findings Few studies have been conducted on the influence of emotions on learning programming. Research studies do not address gender differences. Research has been oriented along three main lines (a) determining what emotions are involved in the process of learning to program; (b) determining the behavioral patterns of novice students and how from this behavior their emotions can be identified; and (c) developing intelligent systems that respond adaptively to students’ emotions. Implications The results provide an important foundation for researchers and instructors who are willing to recognize that learning to program generates strong emotions in students and that these emotions influence their learning and academic performance.
{"title":"Emotions and programming learning: systematic mapping","authors":"Mayela Coto Chotto, Sonia Mora Rivera, Beatriz Eugenia Grass, Juan Murillo-Morera","doi":"10.1080/08993408.2021.1920816","DOIUrl":"https://doi.org/10.1080/08993408.2021.1920816","url":null,"abstract":"ABSTRACT Background and context Emotions are ubiquitous in academic settings and affect learning strategies, motivation to persevere, and academic outcomes, however they have not figured prominently in research on learning to program at the university level. Objective To summarize the current knowledge available on the effect of emotions on students while they learn to program. We were interested in what emotions have been studied, what kind of tools researchers have used to measure students’ emotions, what emotions arise most frequently when students learn to program, and how researchers use this knowledge. Method A search of academic databases was performed using a search string constructed using PICo as a framework. A group of 29 studies that met the inclusion criteria were analyzed to answer a set of research questions derived from the study objective. Findings Few studies have been conducted on the influence of emotions on learning programming. Research studies do not address gender differences. Research has been oriented along three main lines (a) determining what emotions are involved in the process of learning to program; (b) determining the behavioral patterns of novice students and how from this behavior their emotions can be identified; and (c) developing intelligent systems that respond adaptively to students’ emotions. Implications The results provide an important foundation for researchers and instructors who are willing to recognize that learning to program generates strong emotions in students and that these emotions influence their learning and academic performance.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":"32 1","pages":"30 - 65"},"PeriodicalIF":2.7,"publicationDate":"2021-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08993408.2021.1920816","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48859033","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 : 2021-04-23DOI: 10.1080/08993408.2021.1914459
Yenda Prado, S. Jacob, M. Warschauer
ABSTRACT Background and Context Computational Thinking (CT) is a skill all students should learn. This requires using inclusive approaches to teach CT to a wide spectrum of students. However, strategies for teaching CT to students with exceptionalities are not well studied. Objective This study draws on lessons learned in two fourth-grade classrooms – one an inclusive general education classroom including students with and without disabilities, the other an inclusive GATE classroom including students with and without giftedness – to illustrate how CT frameworks can inform inclusive CS instruction. Method A comparative case study design integrating content analysis and first and second cycle coding of data was used to analyze teachers’ instructional strategies using a CT framework. Data included transcriptions of audio-recorded classroom lessons, field notes, and conversations with teachers and students. Findings While each teacher used different strategies, both were effective in developing students’ CT. Explicit instruction provided students receiving special education services with needed structure for the complex tasks inherent to computing. Peer feedback facilitated independent computational practice opportunities for students receiving GATE. Implications This study highlights how inclusive instructional practices can be assessed using a CT framework and leveraged to maximize learning and access to CT curricula for learners with exceptionalities.
{"title":"Teaching computational thinking to exceptional learners: lessons from two inclusive classrooms","authors":"Yenda Prado, S. Jacob, M. Warschauer","doi":"10.1080/08993408.2021.1914459","DOIUrl":"https://doi.org/10.1080/08993408.2021.1914459","url":null,"abstract":"ABSTRACT Background and Context Computational Thinking (CT) is a skill all students should learn. This requires using inclusive approaches to teach CT to a wide spectrum of students. However, strategies for teaching CT to students with exceptionalities are not well studied. Objective This study draws on lessons learned in two fourth-grade classrooms – one an inclusive general education classroom including students with and without disabilities, the other an inclusive GATE classroom including students with and without giftedness – to illustrate how CT frameworks can inform inclusive CS instruction. Method A comparative case study design integrating content analysis and first and second cycle coding of data was used to analyze teachers’ instructional strategies using a CT framework. Data included transcriptions of audio-recorded classroom lessons, field notes, and conversations with teachers and students. Findings While each teacher used different strategies, both were effective in developing students’ CT. Explicit instruction provided students receiving special education services with needed structure for the complex tasks inherent to computing. Peer feedback facilitated independent computational practice opportunities for students receiving GATE. Implications This study highlights how inclusive instructional practices can be assessed using a CT framework and leveraged to maximize learning and access to CT curricula for learners with exceptionalities.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":"32 1","pages":"188 - 212"},"PeriodicalIF":2.7,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08993408.2021.1914459","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47739894","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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