Introducing Coding through Tabletop Board Games and Their Digital Instantiations across Elementary Classrooms and School Libraries
Introducing Coding through Tabletop Board Games and Their Digital Instantiations across Elementary Classrooms and School Libraries
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通过桌面棋盘游戏及其数字实例在小学教室和学校图书馆介绍编码
DOI：
10.1145/3328778.3366917
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Rasmussen, Melissa
中科院分区：
文献类型：
--
作者：
Lee, Victor R.;Poole, Frederick;Clarke-Midura, Jody;Recker, Mimi;Rasmussen, Melissa
本经验报告描述了一种通过利用不依赖于 1-1 计算的现有资源和基础设施来帮助小学整合计算思维和编码的方法。特别关注的是使用学校图书馆和媒体中心作为补充和增强编码课堂教学的网站。此外，我们的方法建立在学生已经熟悉并激励学生的“不插电”知识和实践的基础上，在本例中是桌面棋盘游戏。通过这些游戏，学生可以利用他们的先验知识和桌面游戏机制来轻松地提示核心计算概念的相关想法。我们描述了一个跨越课堂和学校图书馆设置的模型和教学单元，该模型和教学单元以棋盘游戏为基础，作为计算知识的源域。该模型建立在扩展框架的基础上，强调一个领域（桌面棋盘游戏）和另一个领域（专门设计的具有部分完整代码块的 Scratch 项目外壳）之间建立的教学联系，以便推理活动和不同的上下文被视为同一包含上下文的实例。我们介绍了三名小学教师在课堂上以及与学校图书馆员一起实施该单元的经验。我们还展示了通过事前和事后调查衡量的该单元对学生兴趣影响的初步结果 (N=87)。最后，我们总结了有关如何改进本单元和未来课堂实施的经验教训。
This experience report describes an approach for helping elementary schools integrate computational thinking and coding by leveraging existing resources and infrastructure that do not rely on 1-1 computing. A particular focus is using the school library and media center as a site to complement and enhance classroom instruction on coding. Further, our approach builds upon "unplugged" knowledge and practices that are already familiar to and motivating for students, in this case tabletop board games. Through these games, students can use their prior knowledge and ease with tabletop gaming mechanics to cue relevant ideas for core computational concepts. We describe a model and an instructional unit spanning across classroom and school library settings that builds upon board game play as a source domain for computing knowledge. Building on expansive framing, the model emphasizes instructional linkages being made between one domain (the tabletop board game) and another (specially designed Scratch project shells with partially complete code blocks) such that the reasoning activities and different contexts are seen as instantiations of the same encompassing context. We present the experiences of three elementary school teachers as they implemented the unit in their classrooms and with their school librarian. We also show initial findings on the impact of the unit on student interest (N=87), as measured by pre- and post- surveys. We conclude with lessons learned about ways to improve the unit and future classroom implementations.
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影响因子：
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作者：
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发表时间：
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DOI：
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发表时间：
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期刊：
Annual Conference on Innovation and Technology in Computer Science Education
影响因子：
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作者：
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