Affordances and Limitations of Teachers Instructional Styles When Teaching Computer Science and Computational Thinking

Autor/inn/en	Searle, Kristin A.; Tofel-Grehl, Colby; Fischback, Liam; Hansen, Tyler
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01