Ecological Design-Based Research for Computer Science Education: Affordances and Effectivities for Elementary School Students
Ecological Design-Based Research for Computer Science Education: Affordances and Effectivities for Elementary School Students
复制标题
基于生态设计的计算机科学教育研究：小学生的可供性和有效性
DOI：
10.1080/07370008.2018.1475390
复制
发表时间：
2018
影响因子：
3.3
通讯作者：
Diana Franklin
中科院分区：
文献类型：
--
作者：
Danielle B. Harlow;Hilary A. Dwyer;A. Hansen;Ashley Iveland;Diana Franklin
摘要本文结合生态学方法和设计为基础的研究，在计算机科学教育研究的同时发展的计算机编程环境和课程的小学年龄的儿童超过2-1/2年。我们研究了由编程环境和课程提供的启示与学生在4至6年级（9-12岁）的有效性的对齐。我们使用计算机科学的概念，初始化作为一个跟踪的想法和定性和定量的数据，以确定我们的编程环境和学习者的有效性提供的启示之间的不匹配。这些问题包括必要的数学技能，重置和设置之间的混淆，以及错误地假设编程环境的功能传达信息。然后，我们描述了如何通过删除或添加编程环境的功能、添加意符、调整课程以包含与有效性相关的脚手架或删除活动来解决不匹配问题。
Abstract This article integrates an ecological approach and design-based research in computer science education research by following the simultaneous development of a computer programming environment and curriculum for elementary school age children over 2-1/2 years. We studied the alignment of the affordances provided by the programming environment and curriculum with the effectivities of students in 4th through 6th grade (9-12 years old). We used the computer science concept of initializing as a tracer idea and both qualitative and quantitative data to identify mismatches between the affordances provided by our programming environment and the learners’ effectivities. These included requisite mathematical skills, confusion between resetting and setting up, and incorrectly assuming that features of the programming environment conveyed information. We then describe how we addressed the mismatches by removing or adding functionality to the programming environment, adding signifiers, adapting the curriculum to include scaffolding related to the effectivities, or removing activities.