Understanding Students' Social Interactions during Making Activities Designed to Promote Computational Thinking

Autor/inn/en	Herro, Danielle; Quigley, Cassie; Plank, Holly; Abimbade, Oluwadara
Titel	Understanding Students' Social Interactions during Making Activities Designed to Promote Computational Thinking
Quelle	In: Journal of Educational Research, 114 (2021) 2, S.183-195 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Herro, Danielle) ORCID (Quigley, Cassie) ORCID (Plank, Holly) ORCID (Abimbade, Oluwadara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2021.1884824
Schlagwörter	Peer Relationship; Interaction; Social Behavior; Learning Activities; Computation; Thinking Skills; Elementary School Students; Middle School Students; Grade 5; Grade 6; Grade 7; Grade 8; Cooperative Learning; STEM Education; Student Attitudes + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Interaktion; Social behaviour; Soziales Verhalten; Lernaktivität; Denkfähigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Kooperatives Lernen; STEM; Schülerverhalten
Abstract	We examine elementary and middle school students social interactions while engaged in making activities designed to promote computational thinking (CT). Participants include 52 students in grades five, six, seven and eight working in 17 different groups in three different schools in the Northeast. Students solved CT challenges introduced by their teachers during a series of lessons in their classroom or school makerspace. Prior to the CT challenges, teachers participated in summer professional development focused on developing lessons aligning disciplinary content with CT competencies and practices. Co-ACT, an observation rubric that measures CT during collaborative problem solving, and semi-structured interviews were used to investigate students proficiency with and perspectives toward peer interactions and communication. The majority of participants interacted and communicated with peers at an acceptable or proficient level and students perceived their social interactions as positive. Findings also implied educators might find ways to increase self-monitoring and equitable participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01