A descriptive analysis of academic engagement and collaboration of students with autism during elementary computer science
A descriptive analysis of academic engagement and collaboration of students with autism during elementary computer science
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DOI：
10.1080/08993408.2020.1779521
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发表时间：
2020-09-13
影响因子：
2.7
通讯作者：
Shehab, Saddeddine
中科院分区：
文献类型：
--
作者：
Israel, Maya;Chung, Moon Y.;Shehab, Saddeddine
背景和背景：基础计算机科学对一些在解决复杂问题方面有困难的残疾学生来说是很有吸引力和挑战性的。目的：本研究考察了自闭症谱系障碍(ASD)学生在基础计算机科学教学中的学习投入。方法：采用混合方法个案研究三名患有自闭症谱系障碍(ASD)的小学生如何参与采用同伴协作策略的CS教学。结果：所有学生都参与了计算任务，学习投入程度不同。所有人都在计算活动中遇到了挑战，导致脱离接触或有限的独立解决问题。学生得到了“当下”的支持，几乎没有证据表明有计划的教学支架。影响：学生没有得到个性化的支持。有了这样的支持，他们可能会有更积极的经历。在小学CS教学中继续研究残疾学生的经历，以更好地支持这些学习者是很重要的。
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.