ADAPTTER: Developing a Framework for Teaching Computational Thinking in Second-Level Schools by Design Research

Autor/inn/en	Kirwan, Colette; Costello, Eamon; Donlon, Enda
Titel	ADAPTTER: Developing a Framework for Teaching Computational Thinking in Second-Level Schools by Design Research
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 66 (2022) 3, S.495-509 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kirwan, Colette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-022-00735-8
Schlagwörter	Computation; Thinking Skills; Problem Solving; 21st Century Skills; Curriculum Design; Teaching Methods + Suchen Sie Ihr Suchwort? Denkfähigkeit; Problemlösen; Lehrplangestaltung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Computational Thinking (CT) is a problem-solving process applicable across all disciplines. It has been defined as a 21st-century skill (Wing, "Communications of the ACM," 49(3), 33-35, 2006). Unfortunately, little pedagogical research is available to guide teachers and designers when devising a CT course. This study addresses this issue by describing how a framework to teach CT to second-level students evolved. This framework, ADAPTTER, has been shown to result in a high quality, engaging, low threshold, effective, and practical course. A three-phase Educational Design Research study was employed to develop this framework. It involved six schools, eleven teachers, four content experts, and 446 students. Data was gathered using various means: teacher interviews and diaries, students' questionnaires, artefacts, and tests. The ADAPTTER framework is offered as a way for teachers and researchers to design a CT course, understand its components and have conversations around the same. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01