Helping K--12 Teachers Get Unstuck with Scratch: The Design of an Online Professional Learning Experience
Helping K--12 Teachers Get Unstuck with Scratch: The Design of an Online Professional Learning Experience
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帮助 K--12 教师摆脱 Scratch 困境：在线专业学习体验的设计
DOI：
--
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Karen Brennan
中科院分区：
文献类型：
--
作者：
Paulina Haduong;Karen Brennan
K--12 入门编程体验通常是高度支架化的，对于教师和学习者来说，从这些支架式体验过渡到学习者指导的创造性工作的体验（学习者通过代码解决问题并流利地表达想法）可能具有挑战性。由于许多不同的因素，学习者经常会在这个创造过程中“陷入困境”：（1）想象力，（2）概念，（3）错误，（4）怀疑，以及（5）教学法。教师可以支持学习者克服这些因素，但 K--12 计算机教师通常准备很少，并且缺乏计算机科学背景。然而，有效的专业发展可以支持教师发展计算技能和教学框架，以促进年轻人的强大学习体验。在本文中，我们描述了 Getting Unstuck 的设计和实现，这是一个为期 21 天、基于电子邮件的学习体验，适合有兴趣提高 Scratch 的熟悉度和流畅度的 K--12 教师。超过 1,900 人订阅了邮件列表，其中 400 人完成了至少一天的活动，73 人完成了全部 21 天的活动。参与者每天都会收到一封电子邮件，邀请他们：(1) 创建一个 Scratch 项目，以响应专注于特定编程概念或 Scratch 功能的创意提示，(2) 在在线社区中分享他们的工作，以及 (3) 反思他们的学习。我们讨论我们的设计决策以及参与者如何回应这些决策。我们希望对课程设计的丰富描述能为其他正在设计类似 K--12 专业发展体验的计算机科学教育工作者提供见解和灵感。
K--12 introductory programming experiences are often highly scaffolded, and it can be challenging for teachers and learners to transition from these scaffolded experiences to experiences of learner-directed creative work, where learners are solving problems and fluently expressing ideas through code. Learners can often "get stuck" in this creative process due to a number of different factors: (1) imagination, (2) concepts, (3) bugs, (4) doubt, and (5) pedagogy. Teachers can support learners in overcoming these factors, but K--12 computing teachers often have minimal preparation and lack computer science backgrounds. However, effective professional development can support teachers in developing the computing skills and pedagogical frameworks for facilitating powerful learning experiences for young people. In this paper, we describe the design and implementation of Getting Unstuck, a 21-day, email-based learning experience for K--12 teachers interested in developing greater familiarity and fluency with Scratch. More than 1,900 people subscribed to the mailing list, with 400 people completing at least one day and 73 people completing all 21 days of activities. Participants received a daily email that invited them to: (1) create a Scratch project in response to a creative prompt that focused on a particular programming concept or Scratch feature, (2) share their work in the online community, and (3) reflect on their learning. We discuss our design decisions and how participants responded to them. We hope that this rich description of the course design will offer insights and inspiration for other CS educators who are designing similar K--12 professional development experiences.
影响因子：
9.8
作者：
Lally, Phillippa;Gardner, Benjamin
通讯作者：
Gardner, Benjamin