Decomposition: A K-8 Computational Thinking Learning Trajectory
Decomposition: A K-8 Computational Thinking Learning Trajectory
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分解：K-8 计算思维学习轨迹
DOI：
10.1145/3230977.3230979
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Diana Franklin
中科院分区：
文献类型：
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作者：
Kathryn M. Rich;T. Andrew Binkowski;Carla Strickland;Diana Franklin
随着计算思维和计算机科学（CS/CT）的新举措正在开发和部署，重要的是要确定和理解学生学习所必需的关键概念。在这项研究中，我们提出了一个学习轨迹（LT）的分解CS/CT在K-8教育的背景下建设的阶段。从一个广泛的文献综述，63个学习目标分解的理解和实践的代表被确定和合成为13个共识目标。本文的重点是如何确定这些共识目标之间的关系，并用于将目标纳入学习轨迹。我们讨论的理论和框架，指导轨迹的建设，以及方法和理由，用于绘制通过轨迹在每个阶段的路径。最后，我们讨论了潜在的用途的轨迹，并建议进一步探索CS/CT的分解。
As new initiatives in computational thinking and computer science (CS/CT) are being developed and deployed, it is important to identify and understand the key concepts that are essential for student learning. In this study, we present the phases of construction of a learning trajectory (LT) for Decomposition in the context of CS/CT in K-8 education. From an extensive literature review, 63 learning goals representative of decomposition understanding and practices were identified and synthesized into 13 consensus goals. The focus of this paper is how relationships between these consensus goals were identified and used to place the goals into a learning trajectory. We discuss the theories and frameworks that guided the trajectory's construction as well as the methodology and justifications used to draw pathways through the trajectory in each phase. Finally, we discuss potential uses for the trajectory and suggest further explorations for decomposition in CS/CT.