音乐与编程的跨学科计算思维——以Sonic Pi算法音乐创作为例

IF 3 Q1 EDUCATION & EDUCATIONAL RESEARCH Computer Science Education Pub Date : 2021-06-02 DOI:10.1080/08993408.2021.1935603
Christopher Petrie
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引用次数: 6

摘要

背景与语境计算思维(CT)最近被纳入新西兰学校课程技术学习领域的新的和修订的数字技术内容(DTC)中。目的为了帮助这一变化,本研究考察了CT如何利用Sonic Pi平台支持音乐和编程方面的学习成果。方法采用研究者设计的混合方法,在普通中学课堂上进行个案研究。仪器和分析的设计采用了学校层面广泛使用的CT评估框架。研究结果揭示了许多文献中没有报道的关于CT如何支持音乐和编程学习成果的成功和挑战。含义如果考虑到一些显著的局限性,结果的主要含义表明,教育工作者可以使用Sonic Pi来支持感兴趣的学生在音乐和编程方面的许多学习成果。
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Interdisciplinary computational thinking with music and programming: a case study on algorithmic music composition with Sonic Pi
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.
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来源期刊
Computer Science Education
Computer Science Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.70%
发文量
23
期刊介绍: Computer Science Education publishes high-quality papers with a specific focus on teaching and learning within the computing discipline. The journal seeks novel contributions that are accessible and of interest to researchers and practitioners alike. We invite work with learners of all ages and across both classroom and out-of-classroom learning contexts.
期刊最新文献
“These two worlds are antithetical”: epistemic tensions in integrating computational thinking in K12 humanities and arts Exploring young people’s perceptions and discourses of technology occupations through descriptive drawings and a questionnaire Epistemic practices in conceptions of computer science The use of makerspaces for the development of computational thinking skills and dispositions: pedagogical practices facilitators use Teachers’ understanding of assessing computational thinking
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