The Search for Computer Science Concepts in Coding Animated Narratives: Tensions and Opportunities

Autor/inn/en	Woo, Karen; Falloon, Garry
Titel	The Search for Computer Science Concepts in Coding Animated Narratives: Tensions and Opportunities
Quelle	In: Journal of Educational Computing Research, 61 (2023) 7, S.1335-1358 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Woo, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331231174929
Schlagwörter	Coding; Computer Science; Animation; Student Projects; Public Schools; Foreign Countries; Middle School Students; Grade 5; Grade 6; Grade 7; Interdisciplinary Approach; Australia + Suchen Sie Ihr Suchwort? Codierung; Programmierung; Informatik; Schulprojekt; Public school; Öffentliche Schule; Ausland; 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; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Australien
Abstract	Coding is increasingly popular in schools around the world and is often taught by non-specialist teachers as an integrated task with other subject areas. In this article, we explore the relationship between computer science (CS) concepts and students' multimodal expression in a coding animated narrative (CAN) task in the context of an integrated English-Technology unit of learning. Through this collective case study, we explore how CS concepts underpin semiotic elements of an animated narrative, analyse the factors that influence the extent to which students exercise those concepts, and reveal the tensions and opportunities that a CAN task may present for learning computer science concepts in regular, non-specialist, cross-curricular classrooms. The findings suggest that CAN tasks are unique in presenting opportunities for students to learn challenging CS concepts such as synchronisation and parallelism. At the same time, CAN tasks present tensions for teaching CS concepts in non-specialist classrooms, where student projects are often judged on their visual qualities. In such settings, procedural, rather than conceptual knowledge, may be a more efficient route to creative outcomes. It also means that drawing skills need to be prioritised. Role specialisation often led to better quality projects but at the expense of individual students' conceptual development in computer science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01