Instructional Practices Promoting Computational Thinking in STEAM Elementary Classrooms

Autor/inn/en	Herro, Danielle; Quigley, Cassie; Plank, Holly; Abimbade, Oluwadara; Owens, Aileen
Titel	Instructional Practices Promoting Computational Thinking in STEAM Elementary Classrooms
Quelle	In: Journal of Digital Learning in Teacher Education, 38 (2022) 4, S.158-172 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Herro, Danielle) ORCID (Quigley, Cassie) ORCID (Plank, Holly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2974
DOI	10.1080/21532974.2022.2087125
Schlagwörter	Teaching Methods; Computation; Thinking Skills; STEM Education; Art Education; Elementary School Teachers; Curriculum Development; Curriculum Implementation; Problem Solving; Elementary School Students; Student Attitudes; Learning Activities + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Problemlösen; Schülerverhalten; Lernaktivität
Abstract	We examine how elementary STEAM (science, technology, engineering, art, and mathematics) teachers designed and implemented instructional practices to encourage computational thinking (CT) during problem-solving activities. After teachers created STEAM lessons aligned with state standards and CT practices, students made artifacts while solving problems related to science, English-Language Arts, Art and music. Students used digital tools such as Scratch, Hummingbirds, Spheros, littleBits, Lego Robotics and 3-D modeling software. Teachers' instructional practices included recognizing CT opportunities, building collaborative culture, helping students make connections and designing with limited materials. Students drew on prior experiences, verbalized CT practices, recognized peer expertise and were comfortable with failure. We discuss ways to extend CT learning, broaden participation and improve elementary teachers' capacity to integrate CT into instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01