Practicing Formative Assessment for Computational Thinking in Making Environments
Practicing Formative Assessment for Computational Thinking in Making Environments
复制标题
在创造环境中实施计算思维的形成性评估
DOI：
10.1007/s10956-019-09796-6
复制
发表时间：
2019-11-05
影响因子：
4.4
通讯作者：
Yin, Yue
中科院分区：
文献类型：
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作者：
Hadad, Roxana;Thomas, Kate;Yin, Yue
事实证明，制作活动和环境可以促进科学、技术、工程和数学 (STEM) 学科领域学生计算思维 (CT) 技能的发展。为了正确培养 CT 技能和相关性格，教育工作者必须了解学生的需求，并认识到 CT 如何加深对学术内容领域的理解。 “评估创客活动中的计算思维”(ACTMA) 是一项基于设计的研究，围绕物理、制作和 CT 开发了一个课程单元。本文的项目研究了教师如何使用形成性评估来发现学生的先验知识并提高他们对 CT 的使用。本研究旨在对努力实现文化响应的非正式创客空间环境的单元实施中的一个教训进行定性分析。该研究考察了“通知时刻”，即形成性评估可以指导学生对 CT 的理解的实例。我们发现了建立课堂文化的要素，可以在教师和学生之间持续使用非正式的形成性评估。这种文化包括将材料与 CT 概念和性格的推广结合起来，注重绘画理解、调试实践以及学习空间中角色的流动性。
Making activities and environments have been shown to foster the development of computational thinking (CT) skills for students in science, technology, engineering, and math (STEM) subject areas. To properly cultivate CT skills and the related dispositions, educators must understand students' needs and build awareness of how CT informs a deeper understanding of the academic content area. "Assessing Computational Thinking in Maker Activities" (ACTMA) is a design-based research study that developed a curricular unit around physics, making, and CT. The project in this paper studied how instructors could use formative assessment to uncover students' prior knowledge and improve their use of CT. This study aims to provide a qualitative analysis of one lesson in the unit implementation of an informal makerspace environment that strived to be culturally responsive. The study examined "moments of notice," or instances where formative assessment could guide students' understanding of CT. We found elements in the establishment of a classroom culture that can generate a continual use of informal formative assessment between instructors and students. This culture includes using materials in conjunction with the promotion of CT concepts and dispositions, focusing on drawing for understanding, the practice of debugging, and fluidity of roles in the learning space.