Literaturnachweis - Detailanzeige
| Autor/inn/en | Fields, Deborah; Lui, Debora; Kafai, Yasmin; Jayathirtha, Gayithri; Walker, Justice; Shaw, Mia |
|---|---|
| Titel | Communicating about Computational Thinking: Understanding Affordances of Portfolios for Assessing High School Students' Computational Thinking and Participation Practices |
| Quelle | In: Computer Science Education, 31 (2021) 2, S.224-258 (35 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Fields, Deborah) ORCID (Lui, Debora) ORCID (Walker, Justice) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0899 3408 |
| DOI | 10.1080/08993408.2020.1866933 |
| Schlagwörter | Computer Science Education; Computation; Thinking Skills; Student Projects; Textiles Instruction; Introductory Courses; High School Students; Electronic Learning; Portfolios (Background Materials); Portfolio Assessment; Communication Skills; Troubleshooting; Problem Solving |
| Abstract | Background and Context: While assessment of computational thinking concepts, practices, and perspectives is at the forefront of K-12 CS education, supporting student "communication about computation" has received relatively little attention. Objective: To examine the usability of process-based portfolios for capturing students' communication about their computational practices regarding the process of making electronic textile projects. Method: We examined the portfolios of 248 high school students in 15 introductory CS classrooms from largely underserved communities, using a formal rubric (top-down) to code computational communication and an open-coding scheme (bottom-up) to identify computational practices described. Findings: Students demonstrated stronger abilities to communicate about computation using text than visuals. They also reported under-assessed CT practices like debugging, iterating, and collaborating. Students of experienced e-textile teachers performed substantially better than those with novice e-textile teachers. Implications: Portfolios provide a viable addition to traditional performance or survey assessments and meet a need to promote communication skills. (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 |
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