Describing Elementary Students' Interactions in K-5 Puzzle-based Computer Science Environments using the Collaborative Computing Observation Instrument (C-COI)

Israel, Maya; Wherfel, Quentin M.; Shehab, Saadeddine; Melvin, Oliver; Lash, Todd

doi:10.1145/3105726.3106167

Cited by 50 publications

(3 citation statements)

References 16 publications

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“…In research carried out by Sentence & Waite [5] with school aged learners, use of a 'shared example program' is seen as key when a teacher is talking about programming. They cite numerous sources, including [6][7][8], to describe the positive impact that talking, and peer instruction has on learning outcomes.…”

Section: Previous Researchmentioning

confidence: 99%

Using a Virtual Computing Lab to Teach Programming at a Distance

Hackett

Wermelinger

Kear

et al. 2023

Proceedings of the 7th Conference on Computing Education Practice

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Section: Previous Researchmentioning

confidence: 99%

Using a Virtual Computing Lab to Teach Programming at a Distance

Hackett

Wermelinger

Kear

et al. 2023

Proceedings of the 7th Conference on Computing Education Practice

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“…Although the qualitative analysis process in Ehsan et al ’s (2021) study was quite thorough, their analysis was only based on one design task with a CT framework of six components. Israel et al (2017) used an observation instrument to guide analysis of video screen captures of elementary students who were engaged in computer science activities. This analysis uncovered the process of learning in action and how different types of collaboration manifested within naturalistic practice in a classroom.…”

Section: Literature Reviewmentioning

confidence: 99%

Identifying computational thinking in students through project-based problem-solving activities

Yang

Snelson

Shi

2023

IDD

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Purpose This paper aims to identify computational thinking (CT) in 4th to 6th grade students in the context of project-based problem-solving while engaged in an after-school program. Design/methodology/approach This case study approach was selected due to its suitability for answering “how” or “why” questions about real-world phenomena within a set context (Creswell and Poth, 2018; Yin, 2018). This was an appropriate fit given the context of an after-school program and the research question asked how to identify learners’ demonstrated CT through project-based learning hands-on activities and problem-solving in a naturalistic environment. Findings Results show that heuristics, algorithms and conditional logic were observed more than other components of CT such as data collection, simulations and modeling. Descriptions of common activities in a naturalistic learning environment are presented to illustrate how the students practiced CT over time, which could help readers develop an understanding of CT in conjunction with hands-on problem-solving activities in elementary students. Identifying and classifying CT in this study focused on students’ learning process. Originality/value This study contributes to the challenging field of evaluating CT while focusing on observable behaviors and problem-solving activities with various degrees of teacher’s facilitation instead of final artifacts. Implications for researchers and educators interested in integrating CT in K-12 learning and its assessment are discussed.

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“…For this purpose we used 'Screencastify', which is open-source software that can be installed on web browsers and records students' screens and their conversations (Israel et al, 2017).…”

Section: Collecting Data From Natural Settingsmentioning

confidence: 99%

Using Digital Devices in Classroom Learning: A Complexity Theory Perspective

Daoud¹

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<p>Using digital devices in primary classrooms has become a common practice in many schools around the world. A considerable amount of research has explored this phenomenon. However, the majority of studies published in highly ranked educational technology journals have focused on the effectiveness of interventions related to using digital devices in primary classrooms and few studies examine students’ use of digital devices during learning which reflects a dominance of the reductionist approach in studying classroom environments. While there is rich literature addressing the outcomes of using devices, much is still unknown about the use itself. The present study aimed to understand how students use digital devices in classroom learning activities. It explored the ways of use, the factors that shaped these uses, and how the uses contributed to the purposes of learning activities. Approaches used to study phenomena in open recursive systems, such as classrooms, should be different from approaches used to study phenomena in closed systems under controlled conditions. Therefore, Complexity Theory provided a framework to understand the socio-materiality of digital devices in classrooms learning. In addition, Actor-Network Theory was used to study the phenomenon in action and Biesta’s (2009) framework of the functions of education to understand the contribution of the uses to educational purposes. This multiple case study was conducted in New Zealand within two schools where two teachers and seven upper-primary students participated in the study. Data were collected across six months through observations, semi-structured interviews, group interviews, informal conversations, student think-aloud interviews and artefacts from learning including video screen-captures. Data were coded and analysed using the thematic analysis and an abductive strategy. From a synthesis of the findings a ‘Using Devices for Classroom Learning’ model was developed in which seven patterns of use were identified. The children used their devices as a source of information, means of communication, production medium, external personal memory, collective memory coordinator, trial-and-error learning space, and as a research tool. Interconnected factors shaped these uses which were related to the educational system, school and classroom environment, teachers, students, and digital technologies. The findings showed how the seven uses contributed to the educational purposes of classroom learning which were classified into students’ qualifications, socialisation, and subjectification. However, some of these uses led to undesirable influence on students’ learning. This study provides theoretical and practical contributions to the field of using digital technologies in education. Complexity thinking, as a holistic approach, sheds light on blind spots of the educational process and acknowledges the complexity and uncertainty when using devices for learning in social complex systems such as classrooms. What emerges in classrooms does not result from separate factors but from a network of relationships and interactions of interconnected factors. The model developed provides an analysis tool for researchers and assists educators and policymakers to understand and anticipate the role of digital devices in classroom learning.</p>

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Describing Elementary Students' Interactions in K-5 Puzzle-based Computer Science Environments using the Collaborative Computing Observation Instrument (C-COI)

Cited by 50 publications

References 16 publications

Using a Virtual Computing Lab to Teach Programming at a Distance

Using a Virtual Computing Lab to Teach Programming at a Distance

Identifying computational thinking in students through project-based problem-solving activities

Using Digital Devices in Classroom Learning: A Complexity Theory Perspective

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