Previous studies suggested that computational thinking is an important skill that schools should start equipping children with from primary school education. This study proposes way to develop a mobile app coding curr...
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(纸本)9789868473577
Previous studies suggested that computational thinking is an important skill that schools should start equipping children with from primary school education. This study proposes way to develop a mobile app coding curriculum in primary 4 to 6 to nurture students' computational thinking. It will guide students to undergo learning stages from developing their own codes and combining with others' work to create their own apps and staging their apps to gain confidence and recognition of performance in coding. An example of mathematic game in the curriculum is selected as a case study to illustrate in this study how it incorporates the elements of computational thinking in the coding activities progressively. It is believed that the proposed way of curriculum development paves a learning path which may drive students' interest in coding and students could develop computational thinking skills progressively.
Background and ContextDespite the growing initiatives in K-12 computer science (CS), there is a continued disparity in the participation of Latinx and multilingual students, a historically underrepresented group in co...
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Background and ContextDespite the growing initiatives in K-12 computer science (CS), there is a continued disparity in the participation of Latinx and multilingual students, a historically underrepresented group in computing. The inequitable participation may be understood by examining students' early development of CS *** study aims to explore shifts and elicitation in coding attitudes of fourth-grade, Latinx students (ages 9-10) who underwent a year-long remote coding curriculum, with consideration of gender and language *** a mixed method approach, pre-post survey responses on coding attitudes were analyzed to understand shifts and portrayal of Interest, Confidence, Utility, Social Values, and Perception of Coders, with consideration of gender or designation as an English Language *** and language designation did not interact with overall attitude shifts. However, there is a significant difference in Social Values and Confidence over time. Student interviews revealed more nuance in social influences with siblings and cousins as key motivators for extended learning, underlying values of perseverance in confidence, mixed perception of what coders do, and the importance of creativity to develop *** key role of social influence in driving higher identity among Latinx students points to the important role of extended family. Moreso, developing students' confidence in domain-specific tasks should be a focus in curricula in order to have a longer-term impact on motivation. Finally, more research on the role that subjective task values pertaining to cultural values should be explored in early coding motivation in order to broaden participation. Keywords: coding attitudes, elementary students, remote learning, expectancy-value theory, coding curriculum.
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