Infusing Computing: Analyzing Teacher Programming Products in K-12 Computational Thinking Professional Development
Infusing Computing: Analyzing Teacher Programming Products in K-12 Computational Thinking Professional Development
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注入计算：分析 K-12 计算思维专业发展中的教师编程产品
DOI：
10.1145/3304221.3319772
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Robinson, Richard
中科院分区：
文献类型：
--
作者：
Dong, Yihuan;Andrews, Ashley;Cateté, Veronica;Lytle, Nicholas;Isvik, Amy;Barnes, Tiffany;Jocius, Robin;Albert, Jennifer;Joshi, Deepti;Robinson, Richard
2018 年夏季，我们为 116 名有兴趣将计算思维 (CT) 融入课堂的初中和高中教师举办了为期两周的专业发展研讨会。教师们学会了在 Snap! 中编程，将 CT 与他们的学科联系起来，并为他们的班级创建融入 CT 的学习片段。本文调查了教师能够在多大程度上成功地将模式识别、抽象、分解和算法等 CT 技能融入到他们的学习产品中。在这项工作中，我们分析了 58 个教师设计的编程产品，以寻找共同特征，例如项目类型、学生的预期编码要求以及代码特性/功能。教师创作的产品分为五类：动画、互动故事、测验、预期游戏和模拟/探索工具。编码要求各不相同，从使用和/或解释提供的代码、修改现有代码、使用起始代码进行编程到构建整个程序。产品根据涉及精灵操作、问题/答案、事件处理、绘图和控制块的程度进行分类。我们发现，来自不同学科的教师创建了类型、编码要求和功能各不相同的产品，以满足他们的特定需求。此外，我们还发现了学科、项目类型和教师期望学生完成的所需编码之间的关系。我们的结果为未来的注入计算专业发展 (PD) 提供了更有针对性的培训，以支持不同教师的需求。
In summer 2018, we conducted two week-long professional development workshops for 116 middle and high school teachers interested in infusing computational thinking (CT) into their classrooms. Teachers learned to program in Snap!, connect CT to their disciplines, and create infused CT learning segments for their classes. This paper investigates the extent to which teachers were able to successfully infuse CT skills of pattern recognition, abstraction, decomposition, and algorithms into their learning products.In this work, we analyzed 58 teacher-designed programming products to look for common characteristics, such as project type, intended coding requirements for their students, and code features/functionality. Teacher-created products were classified into five types: animation, interactive story, quiz, intended game, and simulation/exploration tools. Coding requirements varied from using and/or explaining provided code, modifying existing code, programming with starter code, to building entire programs. Products were classified according to the extent to which they involved sprite manipulation, questions/answers, event handling, drawing, and control blocks. We found that teachers from different disciplines created products that vary in type, coding requirements, and features to suit their specific needs. Moreover, we found relationships between discipline, project type, and the required coding teachers expected students to do.Our results inform future Infusing Computing Professional Development (PD) to provide more targeted training to support different teacher needs.
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