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Studying Computational Thinking Thro...

Huang, Chu-Jen.

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Studying Computational Thinking Through Collaborative Design Activities with Scratch for Middle School Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Studying Computational Thinking Through Collaborative Design Activities with Scratch for Middle School Students./
Author:	Huang, Chu-Jen.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	228 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-03, Section: B.
Contained By:	Dissertations Abstracts International82-03B.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28024330
ISBN:	9798662583115

Studying Computational Thinking Through Collaborative Design Activities with Scratch for Middle School Students.
Huang, Chu-Jen.

Studying Computational Thinking Through Collaborative Design Activities with Scratch for Middle School Students. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 228 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: B.

Thesis (Ph.D.)--Indiana University, 2020.

This item must not be sold to any third party vendors.

This study aims to expand educators' understanding of what it means for younger students in a middle school classroom setting to learn computational thinking (CT) through collaboration. The notion of CT is becoming increasingly important for all citizens in the digital age. CT enables learners to analyze and process information by specifying the algorithms of tasks in order to solve a problem and then reach automated solutions. Given the increasing role that computational thinking plays in teaching and learning in K-12 settings, understanding how students learn and apply CT in varied contexts has become an area of interest for researchers and educators in computer science education (CSEd) and learning sciences. This study is grounded in constructionist (Papert, 1991) perspectives on learning to study computational thinking from two dimensions - computational thinking concepts and computational thinking practices to examine the three research questions: 1. To what extent can small groups of students learn CT concepts and practices as results of collaborative design activities in Scratch? 2. What are the contextual factors (i.e., project type, instructional phase) that support computational thinking (including CT concepts and practices) over time? 3.How do students interact during collaborative design activities? To what extent do the interactions influence their CT practices and how? The data were collected in a public middle school in a midwestern U.S. state. The state has developed K-12 computer science curriculum standards, and the school was in one of many school districts promoting CSEd. The data were collected in an elective course, Introduction of Programming. The class included 14 eighth graders, five girls and nine boys, and they participated in the five-week implementation in Spring 2019 to learn the basic programming and computational thinking skills. This work contributes to the growing body of research on K-12 computer science education currently socially and politically important for educators to develop. The study provides a provocative way to examine CT and consider it as a social rather than individual practice. The findings extend our understanding of CT and broaden the view of CT regarding collaboration.

ISBN: 9798662583115Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Collaboration

Studying Computational Thinking Through Collaborative Design Activities with Scratch for Middle School Students.
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520 $a This study aims to expand educators' understanding of what it means for younger students in a middle school classroom setting to learn computational thinking (CT) through collaboration. The notion of CT is becoming increasingly important for all citizens in the digital age. CT enables learners to analyze and process information by specifying the algorithms of tasks in order to solve a problem and then reach automated solutions. Given the increasing role that computational thinking plays in teaching and learning in K-12 settings, understanding how students learn and apply CT in varied contexts has become an area of interest for researchers and educators in computer science education (CSEd) and learning sciences. This study is grounded in constructionist (Papert, 1991) perspectives on learning to study computational thinking from two dimensions - computational thinking concepts and computational thinking practices to examine the three research questions: 1. To what extent can small groups of students learn CT concepts and practices as results of collaborative design activities in Scratch? 2. What are the contextual factors (i.e., project type, instructional phase) that support computational thinking (including CT concepts and practices) over time? 3.How do students interact during collaborative design activities? To what extent do the interactions influence their CT practices and how? The data were collected in a public middle school in a midwestern U.S. state. The state has developed K-12 computer science curriculum standards, and the school was in one of many school districts promoting CSEd. The data were collected in an elective course, Introduction of Programming. The class included 14 eighth graders, five girls and nine boys, and they participated in the five-week implementation in Spring 2019 to learn the basic programming and computational thinking skills. This work contributes to the growing body of research on K-12 computer science education currently socially and politically important for educators to develop. The study provides a provocative way to examine CT and consider it as a social rather than individual practice. The findings extend our understanding of CT and broaden the view of CT regarding collaboration.
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