Teaching Computational Thinking to Exceptional Learners: Lessons from Two Inclusive Classrooms

Autor/inn/en	Prado, Yenda; Jacob, Sharin; Warschauer, Mark
Titel	Teaching Computational Thinking to Exceptional Learners: Lessons from Two Inclusive Classrooms
Quelle	In: Computer Science Education, 32 (2022) 2, S.188-212 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Prado, Yenda) ORCID (Jacob, Sharin) ORCID (Warschauer, Mark)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899 3408
DOI	10.1080/08993408.2021.1914459
Schlagwörter	Thinking Skills; Computer Science Education; Special Education; Teaching Methods; Inclusion; Students with Disabilities; Case Studies; Comparative Analysis; Guidelines; Audio Equipment; Classroom Communication; Instructional Effectiveness; Content Analysis; Feedback (Response); Peer Relationship; Learning Processes; Elementary School Students; Computer Software + Suchen Sie Ihr Suchwort? Denkfähigkeit; Computer science lessons; Informatikunterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Case study; Fallstudie; Case Study; Richtlinien; Audio-CD; Klassengespräch; Unterrichtserfolg; Inhaltsanalyse; Peer-Beziehungen; Learning process; Lernprozess
Abstract	Background and Context: Computational Thinking (CT) is a skill all students should learn. This requires using inclusive approaches to teach CT to a wide spectrum of students. However, strategies for teaching CT to students with exceptionalities are not well studied. Objective: This study draws on lessons learned in two fourth-grade classrooms -- one an inclusive general education classroom including students with and without disabilities, the other an inclusive GATE classroom including students with and without giftedness -- to illustrate how CT frameworks can inform inclusive CS instruction. Method: A comparative case study design integrating content analysis and first and second cycle coding of data was used to analyze teachers' instructional strategies using a CT framework. Data included transcriptions of audio-recorded classroom lessons, field notes, and conversations with teachers and students. Findings: While each teacher used different strategies, both were effective in developing students' CT. Explicit instruction provided students receiving special education services with needed structure for the complex tasks inherent to computing. Peer feedback facilitated independent computational practice opportunities for students receiving GATE. Implications: This study highlights how inclusive instructional practices can be assessed using a CT framework and leveraged to maximize learning and access to CT curricula for learners with exceptionalities. (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