Using Think Alouds and Digital Powerups to Embed Computational Thinking Concepts While In-Service Teachers Reflect on a Math Solution Design Project

Autor/in	Mardi, Fatemeh
Titel	Using Think Alouds and Digital Powerups to Embed Computational Thinking Concepts While In-Service Teachers Reflect on a Math Solution Design Project
Quelle	In: Journal of Digital Learning in Teacher Education, 36 (2020) 4, S.237-249 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2974
DOI	10.1080/21532974.2020.1781001
Schlagwörter	Protocol Analysis; Cues; Computer Science Education; Thinking Skills; Inservice Teacher Education; Instructional Design; Mathematics Education; Methods Courses; Concept Teaching; Elementary Secondary Education; Active Learning; Student Projects; Graduate Students; Metacognition; Reflection; Empathy; Problem Solving + Suchen Sie Ihr Suchwort? Stichwort; Computer science lessons; Informatikunterricht; Denkfähigkeit; Lehrerfortbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Mathematische Bildung; Methodisch-didaktische Anleitung; Aktives Lernen; Schulprojekt; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Empathie; Problemlösen
Abstract	This practice paper provides a detailed scaffolded layout of how to embed computational thinking concepts into a project-based math methods course. Parallel to completing a project in which the in-service teachers design solutions for math struggles of their P-12 students, the graduate students reflect on their problem-solving activities using computational thinking (CT) terms. This application of CT as a metacognitive reflection tool is new to the field of CT in teacher education. The mechanisms by which this is carried out are think alouds and digital powerups. This paper represents the first study on teachers engaging with CT concepts and co-constructing meaning of these concepts in their own project-based activity in a math methods course. The research questions and data to be gathered are mentioned as the research portion of this study is in progress. However, the model of CT-integration using reflection mechanisms is valuable to teacher educators and course designers and is easily replicable. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01