Teachers' Perspective on Implementing Computational Thinking in Elementary Classrooms

2021 ◽  
Author(s):  
Shi Feng ◽  
Dazhi Yang
Keyword(s):  
Computational Thinking ◽  
Elementary Classrooms

scholarly journals Computational Thinking Equity in Elementary Classrooms: What Third-Grade Students Know and Can Do

2018 ◽  
Vol 57 (1) ◽  
pp. 3-31 ◽  
Author(s):  
Yune Tran
Keyword(s):  
Computer Science ◽  
Science Teachers ◽  
Computational Thinking ◽  
Elementary Classrooms ◽  
Interdisciplinary Studies ◽  
Regular School ◽  
Early Access ◽  
Digital World ◽  
Third Grade Students ◽  
School Day

The Computer Science Teachers Association has asserted that computational thinking equips students with essential critical thinking which allows them to conceptualize, analyze, and solve more complex problems. These skills are applicable to all content area as students learn to use strategies, ideas, and technological practices more effectively as digital natives. This research examined over 200 elementary students’ pre- and posttest changes in computational thinking from a 10-week coding program using adapted lessons from code.org’s Blockly programming language and CSUnplugged that were delivered as part of the regular school day. Participants benefited from early access to computer science (CS) lessons with increases in computational thinking and applying coding concepts to the real world. Interviews from participants included examples of CS connections to everyday life and interdisciplinary studies at school. Thus, the study highlights the importance of leveraging CS access in diverse elementary classrooms to promote young students’ computational thinking; motivation in CS topics; and the learning of essential soft-skills such as collaboration, persistence, abstraction, and creativity to succeed in today’s digital world.

Computational Thinking and Making in Virtual Elementary Classrooms

2021 ◽  
pp. 359-378
Author(s):  
Robin Jocius ◽  
Melanie Blanton ◽  
Jennifer Albert ◽  
Deepti Joshi ◽  
Ashley Ray Andrews
Keyword(s):  
Learning Environments ◽  
Teacher Professional Development ◽  
Computational Thinking ◽  
Elementary Classrooms ◽  
Virtual Classroom ◽  
Virtual Learning Environments ◽  
Collaborative Effort ◽  
Teacher Interviews ◽  
Team Members ◽  
Teacher Professional

This chapter documents findings from the Making CT (Computational Thinking) project, a collaborative effort between project team members and elementary teachers that aims to reimagine interdisciplinary, computational thinking-infused making lessons for a virtual format. Virtual making CT lessons were grounded in four design principles: standards-based practices, clear and explicit expectations, multiple means of engagement, and opportunities for collaboration. Drawing on data from virtual teacher professional development sessions, lesson implementation, and teacher interviews, this chapter illustrates how teachers were able to engage in the difficult work of reconceptualizing CT-infused making lessons for the virtual classroom. These principles can be used to support the design of other interdisciplinary activities to support P-5 students' development of creative and authentic problem-solving in virtual learning environments.

Applying Generalizability Theory to Optimize Analysis of Spontaneous Teacher Talk in Elementary Classrooms

2020 ◽  
Vol 63 (6) ◽  
pp. 1947-1957
Author(s):  
Alexandra Hollo ◽  
Johanna L. Staubitz ◽  
Jason C. Chow
Keyword(s):  
Special Education Teachers ◽  
Generalizability Theory ◽  
Child Outcomes ◽  
Elementary Classrooms ◽  
Teacher Talk ◽  
Group Instruction ◽  
Data Set ◽  
School Year ◽  
Minimum Number ◽  
Representative Samples

Purpose Although sampling teachers' child-directed speech in school settings is needed to understand the influence of linguistic input on child outcomes, empirical guidance for measurement procedures needed to obtain representative samples is lacking. To optimize resources needed to transcribe, code, and analyze classroom samples, this exploratory study assessed the minimum number and duration of samples needed for a reliable analysis of conventional and researcher-developed measures of teacher talk in elementary classrooms. Method This study applied fully crossed, Person (teacher) × Session (samples obtained on 3 separate occasions) generalizability studies to analyze an extant data set of three 10-min language samples provided by 28 general and special education teachers recorded during large-group instruction across the school year. Subsequently, a series of decision studies estimated of the number and duration of sessions needed to obtain the criterion g coefficient ( g > .70). Results The most stable variables were total number of words and mazes, requiring only a single 10-min sample, two 6-min samples, or three 3-min samples to reach criterion. No measured variables related to content or complexity were adequately stable regardless of number and duration of samples. Conclusions Generalizability studies confirmed that a large proportion of variance was attributable to individuals rather than the sampling occasion when analyzing the amount and fluency of spontaneous teacher talk. In general, conventionally reported outcomes were more stable than researcher-developed codes, which suggests some categories of teacher talk are more context dependent than others and thus require more intensive data collection to measure reliably.

Asserting parallel computational thinking into an undergraduate computer science curriculum

2011 ◽  
Author(s):  
Edusmildo Orozco ◽  
Rafael Arce-Nazario ◽  
Peter Musial ◽  
Cynthia Lucena-Roman ◽  
Zoraida Santiago
Keyword(s):  
Computer Science ◽  
Science Curriculum ◽  
Computational Thinking ◽  
Computer Science Curriculum

Explorations of classroom talk and links to reading achievement in upper elementary classrooms.

2020 ◽  
Author(s):  
Amanda P. Goodwin ◽  
Sun-Joo Cho ◽  
Dan Reynolds ◽  
Rebecca Silverman ◽  
Stephanie Nunn
Keyword(s):  
Reading Achievement ◽  
Elementary Classrooms ◽  
Upper Elementary ◽  
Classroom Talk

Computational Thinking Scale

2019 ◽  
Author(s):  
Buket Ertugrul-Akyol
Keyword(s):  
Computational Thinking

THE METHODS OF DEVELOPING COMPUTATIONAL THINKING OF STUDENTS WHILE STUDYING THE COURSE "NUMERICAL METHODS" BASED ON BLENDED LEARNING

2019 ◽  
pp. 34-41
Author(s):  
M. M. Klunnikova
Keyword(s):  
Numerical Methods ◽  
Blended Learning ◽  
Computational Thinking ◽  
Individual Characteristics ◽  
Diagnostic Model ◽  
Mathematics Students ◽  
Professional Activities ◽  
Cognitive Component ◽  
Professional Field ◽  
The Individual

The work is devoted to the consideration of improving the quality of teaching students the discipline “Numerical methods” through the development of the cognitive component of computational thinking based on blended learning. The article presents a methodology for the formation of computational thinking of mathematics students, based on the visualization of algorithmic design schemes and the activation of the cognitive independence of students. The characteristic of computational thinking is given, the content and structure of computational thinking are shown. It is argued that a student with such a mind is able to manifest himself in his professional field in the best possible way. The results of the application of the technique are described. To determine the level of development of the cognitive component of computational thinking, a diagnostic model has been developed based on measuring the content, operational and motivational components. It is shown that the proposed method of developing computational thinking of students, taking into account the individual characteristics of students’ thinking, meaningfully based on the theoretical and practical aspects of studying the discipline, increases the effectiveness of learning the course “Numerical methods”. The materials of the article are of practical value for teachers of mathematical disciplines who use information and telecommunication technologies in their professional activities.

Sign in / Sign up

Export Citation Format

Share Document