Supporting Diverse Learners in K-8 Computational Thinking with TIPP&SEE
Supporting Diverse Learners in K-8 Computational Thinking with TIPP&SEE
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DOI：
10.1145/3408877.3432366
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发表时间：
2021-03
期刊：
影响因子：
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通讯作者：
Jean Salac;C. Thomas;C. Butler;Diana Franklin
中科院分区：
文献类型：
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作者：
Jean Salac;C. Thomas;C. Butler;Diana Franklin
随着计算机科学(CS)和计算思维(CT)教学在小学/小学领域的发展，支持不同学习者的教学变得非常重要。四类学生--贫困学生、掌握多种语言的学生、残疾学生以及阅读和数学水平低于年级水平的学生--可能面临学业上的挑战，这些挑战可能会阻碍他们在CS/CT课程中的学习。然而，关于如何在CS/CT教学中支持这些学生，尤其是在这个年龄段的学生，人们知之甚少。Tipp&See是一种元认知策略，通过通过示例代码实现参与的程序化来支撑学习，这可能会提供一些支持。一项准实验研究显示，当使用TIPP和SEE策略时，有学业困难的学生和没有学业困难的学生之间的差距缩小了，这表明它有望在CS/CT中提供平等的学习机会。
With the growth of Computer Science (CS) and Computational Thinking (CT) instruction in the primary/elementary domain, it is important that such instruction supports diverse learners. Four categories of students -- students in poverty, multi-lingual students, students with disabilities, and students who have below-grade-level proficiency in reading and math, may face academic challenges that can hinder their learning in CS/CT curricula. However, little is known about how to support these students in CS/CT instruction, especially at this young age. TIPP&SEE, a meta-cognitive strategy that scaffolds learning by proceduralizing engagement through example code, may offer some support. A quasi-experimental study revealed that the gaps between students with and without academic challenges narrowed when using the TIPP&SEE strategy, indicating its promise in providing equitable learning opportunities in CS/CT.