Literaturnachweis - Detailanzeige
Autor/inn/en | Searle, Kristin A.; Tofel-Grehl, Colby; Fischback, Liam; Hansen, Tyler |
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Titel | Affordances and Limitations of Teachers Instructional Styles When Teaching Computer Science and Computational Thinking |
Quelle | In: Computer Science Education, 33 (2023) 1, S.139-161 (23 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Searle, Kristin A.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0899 3408 |
DOI | 10.1080/08993408.2022.2154992 |
Schlagwörter | Affordances; Barriers; Teaching Styles; Computer Science Education; Computation; Thinking Skills; Elementary School Teachers; Teaching Methods; Knowledge Base for Teaching; Direct Instruction; Discovery Learning; Scaffolding (Teaching Technique); Faculty Development; Observation; Utah Lehrstil; Unterrichtsstil; Computer science lessons; Informatikunterricht; Denkfähigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Entdeckendes Lernen; Beobachtung |
Abstract | Background and Context: There is a need for teachers who are prepared to teach integrated CS/CT throughout the K-12 curriculum. Drawing on three vignettes of teacher instructional practice, we build on a growing body of literature around how teachers integrate CS/CT into their classrooms after attending CS/CT focused professional development. Objective: We are interested in what different instructional approaches look like when elementary teachers engage in teaching CS/CT and what kinds of discourse accompany each of these instructional approaches. Method: We utilized a two-step process to code video data of classroom instruction for four teachers. We conducted macro level coding to gain an understanding of the types of knowledge, instructional strategies, and discourse displayed by each teacher. We then conducted micro-level discourse analysis utilizing Brennan and Resnick's framework for assessing the development of computational thinking. Findings: We present vignettes of teachers using three distinct instructional approaches, direct instruction, discovery learning, and scaffolding and modeling. We look across vignettes to discuss the affordances and limitations of each instructional approach. Implications: Our findings have implications for how we design curriculum and instruction and conduct CS/CT professional development for K-12 teachers who will integrate CS/CT with other subjects. (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 |