Comprehending Code: Understanding the Relationship between Reading and Math Proficiency, and 4th-Grade CS Learning Outcomes
Comprehending Code: Understanding the Relationship between Reading and Math Proficiency, and 4th-Grade CS Learning Outcomes
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理解代码：理解阅读和数学能力与四年级计算机科学学习成果之间的关系
DOI：
10.1145/3328778.3366822
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Franklin, Diana
中科院分区：
文献类型：
--
作者：
Salac, Jean;Thomas, Cathy;Twarek, Bryan;Marsland, William;Franklin, Diana
由于全国许多学区继续将计算机科学（CS）和计算思维（CT）教学纳入K-8水平，因此我们必须了解因素和技能，如阅读和数学熟练程度，这有助于年轻学习者在计算课程中取得成功，并且通常在这个年龄发展。然而，很少有人知道之间的关系阅读和数学水平，并在小学阶段的关键CS概念的学习。本研究的重点是四年级学生（9-10岁）谁教的事件，序列，并通过改编的创意计算课程重复。虽然所有学生都受益于这样的课程，但学习成果存在显著差异，特别是在阅读和数学熟练程度低于年级水平的学生与熟练程度达到或超过年级水平的学生之间。这种成绩差距表明，需要改进课程和学习策略，是CS具体的学生谁与阅读和数学的斗争。
As many school districts nationwide continue to incorporate Computer Science (CS) and Computational Thinking (CT) instruction at the K-8 level, it is crucial that we understand the factors and skills, such as reading and math proficiency, that contribute to the success of younger learners in a computing curriculum and are typically developed at this age. Yet, little is known about the relationship between reading and math proficiency, and the learning of key CS concepts at the elementary level. This study focused on 4th-grade students (ages 9-10) who were taught events, sequence, and repetition through an adaptation of the Creative Computing Curriculum. While all students benefited from access to such a curriculum, there were statistically-significant differences in learning outcomes, especially between students whose reading and math proficiency are below grade-level, and students whose proficiency are at or above grade-level. This performance gap suggests the need for curricular improvement and learning strategies that are CS specific for students who struggle with reading and math.
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