Elementary Computational Thinking Instruction and Assessment: A Learning Trajectory Perspective

Autor/inn/en	Luo, Feiya; Israel, Maya; Gane, Brian
Titel	Elementary Computational Thinking Instruction and Assessment: A Learning Trajectory Perspective
Quelle	In: ACM Transactions on Computing Education, 22 (2022) 2, Artikel 19 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Elementary School Students; Computation; Thinking Skills; Learning Trajectories; Student Evaluation; Mathematics Education; Grade 3; Grade 4; Problem Solving + Suchen Sie Ihr Suchwort? Denkfähigkeit; Schulnote; Studentische Bewertung; Mathematische Bildung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Problemlösen
Abstract	There is little empirical research related to how elementary students develop computational thinking (CT) and how they apply CT in problem-solving. To address this gap in knowledge, this study made use of learning trajectories (LTs; hypothesized learning goals, progressions, and activities) in CT concept areas such as sequence, repetition, conditionals, and decomposition to better understand students' CT. This study implemented eight math-CT integrated lessons aligned to U.S. national mathematics education standards and the LTs with third- and fourth-grade students. This basic interpretive qualitative study aimed at gaining a deeper understanding of elementary students' CT by having students express and articulate their CT in cognitive interviews. Participants' (n = 22) CT articulation was examined using "a priori" codes translated verbatim from the learning goals in the LTs and was mapped to the learning goals in the LTs. Results revealed a range of students' CT in problem-solving, such as using precise and complete problem-solving instructions, recognizing repeating patterns, and decomposing arithmetic problems. By collecting empirical data on how students expressed and articulated their CT, this study makes theoretical contributions by generating initial empirical evidence to support the hypothesized learning goals and progressions in the LTs. This article also discusses the implications for integrated CT instruction and assessments at the elementary level. (As Provided).
Anmerkungen	Association for Computing Machinery. 2 Penn Plaza Suite 701, New York, NY 10121. Tel: 800-342-6626; Tel: 212-626-0500; Fax: 212-944-1318; e-mail: acmhelp@acm.org; Web site: http://toce.acm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01