Designing a Blended, Middle School Computer Science Course for Deeper Learning: A Design-Based Research Approach
Designing a Blended, Middle School Computer Science Course for Deeper Learning: A Design-Based Research Approach
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设计用于更深层次学习的混合中学计算机科学课程：基于设计的研究方法
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
R. Pea
中科院分区：
文献类型：
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作者：
Shuchi Grover;R. Pea
当前位置随着计算机科学（CS）轰隆隆地进入K-12的课堂，缺乏教授CS的教师和在教学上合理的计算机课程仍然是重大挑战。本文描述了一种基于设计的研究（DBR）方法来创建和完善一门为期7周的中学计算机科学入门课程——推进计算思维的基础（FACT）——该课程由学习科学和计算教育的研究提供信息，并设计用于使用OpenEdX平台上创建的在线材料进行混合课堂学习。本文分享了FACT在实现平衡教学法以实现其算法概念深度学习目标方面的成功，并确定了需要改进的领域。
: As computer science (CS) thunders its way into K-12 classrooms, lack of teachers to teach CS and pedagogically sound computing curricula remain significant challenges. This paper describes a design-based research (DBR) approach to create and refine a 7-week middle school introductory CS course— Foundations for Advancing Computational Thinking (FACT) —informed by research in the learning sciences and computing education, and designed for blended in-class learning using online materials created on the OpenEdX platform. The paper shares FACT’s success in achieving a balanced pedagogy to meet its goals for deeper learning of algorithmic concepts, and identifies areas for improvements.