A Learning Trajectory for Variables Based in Computational Thinking Literature: Using Levels of Thinking to Develop Instruction

Autor/inn/en	Rich, Kathryn M.; Franklin, Diana; Strickland, Carla; Isaacs, Andy; Eatinger, Donna
Titel	A Learning Trajectory for Variables Based in Computational Thinking Literature: Using Levels of Thinking to Develop Instruction
Quelle	In: Computer Science Education, 32 (2022) 2, S.213-234 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rich, Kathryn M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899 3408
DOI	10.1080/08993408.2020.1866938
Schlagwörter	Teaching Methods; Computer Science Education; Sequential Learning; Instructional Design; Curriculum Development; Grade 4; Elementary School Students; Computer Software; Mathematics Instruction; Integrated Curriculum; Thinking Skills; Educational Objectives + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Computer science lessons; Informatikunterricht; Didaktische Sequenzierung; Lernsequenz; Lesson concept; Lessonplan; Unterrichtsentwurf; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; School year 04; 4. Schuljahr; Schuljahr 04; Mathematics lessons; Mathematikunterricht; Denkfähigkeit; Educational objective; Bildungsziel; Erziehungsziel
Abstract	Background and Context: We explored how learning trajectories (LTs) might be used to design variables instruction. Objective: We aimed to develop an LT for variables and use it to guide curriculum development for fourth graders working in Scratch in an integrated mathematics+CS curriculum. Method: We synthesized learning goals (LGs) and levels of thinking about variables from existing research, then designed instruction to support progress along the levels of thinking while addressing a subset of the LGs. Findings: Our literature synthesis articulated four levels of thinking and eight LGs about variables. Curriculum development allowed us to support movement through the levels of thinking while addressing five LGs in an integrated math+CS course for fourth grade using Scratch. Implications: Our model of curriculum development around levels of thinking can support the creation of customized instructional sequences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01