A Descriptive Analysis of Academic Engagement and Collaboration of Students with Autism during Elementary Computer Science

Autor/inn/en	Israel, Maya; Chung, Moon Y.; Wherfel, Quentin M.; Shehab, Saddeddine
Titel	A Descriptive Analysis of Academic Engagement and Collaboration of Students with Autism during Elementary Computer Science
Quelle	In: Computer Science Education, 30 (2020) 4, S.444-468 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Israel, Maya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899 3408
DOI	10.1080/08993408.2020.1779521
Schlagwörter	Elementary School Students; Computer Science Education; Autism; Pervasive Developmental Disorders; Cooperative Learning; Peer Relationship; Learner Engagement; Problem Solving; Barriers; Student Needs; Teaching Methods; Discussion (Teaching Technique); Grade 3; Grade 5; Elementary School Teachers; Teacher Attitudes; Student Behavior; Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Autismus; Kooperatives Lernen; Peer-Beziehungen; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Student behaviour; Schülerverhalten
Abstract	Background and Context: Elementary computer science (CS) can be engaging and challenging for some students with disabilities who struggle with complex problem solving. Objective: This study examined academic engagement of students with autism spectrum disorder (ASD) in elementary CS instruction. Method: A mixed methods case study was used to study how three elementary students with ASD participated in CS instruction that involved a peer collaboration strategy. Findings: All students were engaged with the computational tasks, with variations in academic engagement. All experienced challenges with the computing activities that resulted in disengagement or limited independent problem solving. Students received "in the moment" supports, with little evidence of planned instructional scaffolding. Implications: Students did not receive individualized support. With such supports, they may have had a more positive experience. It is important to continue to study the experiences of students with disabilities during elementary CS instruction to better support these learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01