Teaching Computational Thinking to Multilingual Students through Inquiry-based Learning

Jacob, Sharin; Nguyen, Ha; Garcia, Leiny; Richardson, Debra J.; Warschauer, Mark

doi:10.1109/respect49803.2020.9272487

Cited by 13 publications

(8 citation statements)

References 23 publications

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“…Sulistiyo and Vijaya (2020) found in their semi-experimental research that inquiry-based teaching increases students' computational thinking skills. Jacob et al (2020), in their study aiming to improve the computational thinking skills of students with inquiry-based teaching with secondary school teachers, found that inquiry-based teaching positively affected computational thinking skills. Saad (2020) found that inquiry-based instruction increases students' computational thinking skills.…”

Section: Discussionmentioning

confidence: 99%

Investigation of the relationship between teachers’ inquiry-based teaching self-efficiency for STEM+S and their computational thinking skills

Başaran,

İlter

2023

Research on Education and Media

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This study examines the relationship between teachers’ inquiry-based teaching self-efficacy and computational thinking skills. The research was conducted in the survey model, which is the correlational model that reveals the relationship between two variables. The study sample comprised 369 teachers working in Gaziantep with different seniority and branches. Before the research, teachers were expected to receive a level of technology education that they could use in educational activities. The teachers who received technology training were given training on the computational thinking method. The conceptual states of computational thinking in education, the stages of computational thinking were given beforehand, and then, the teachers were expected to use the method with practical examples, where they could use their computational thinking skills. In this way, it was ensured that the teachers were aware of the computational thinking method and the target sample group was formed for this study. The data of the study were collected 1 month after this training. Data collection tools were the Inquiry-Based Teaching Self-efficacy scale and Computational Thinking Skills Scale. Correlation, regression, and multiple regression analyses were performed in the data analysis. Significant relationships were found between the scale’s subdimensions and total scores. When the relationship between the participants’ computing thinking skills scores and the inquiry-based teaching self-efficacy was examined, a moderate relationship was found between both variables.

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Section: Discussionmentioning

confidence: 99%

Investigation of the relationship between teachers’ inquiry-based teaching self-efficiency for STEM+S and their computational thinking skills

Başaran,

İlter

2023

Research on Education and Media

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“…As described in Section 4.2.2, in the context of their RPP, Vogel and colleagues have done extensive studies on students' translanguaging while using culturally relevant curriculum [56][57][58]. Jacob and colleagues describe a RPP aimed at teaching computational thinking to middle school students [27][28][29]. They integrated culturally relevant computational thinking curriculum with English Language Arts curriculum.…”

Section: Pedagogical and Curricular Approachesmentioning

confidence: 99%

“…Computational thinking was a theme in five publications published in 2016 and later [7,22,[27][28][29]. The RPP that Jacob and colleagues describe focuses on teaching computational thinking [27][28][29].…”

Section: Computational Thinkingmentioning

confidence: 99%

English Language Learners in Computer Science Education

Lei

Allen

2022

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education

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English-language universities are increasingly recruiting students who are English Language Learners (ELL), but in computer science little is known about whether or how their learning needs differ from native English speakers. Despite widespread efforts into broadening participation in computing, computer science education for ELL students who are learning computer science in English is relatively understudied. In this paper, we review the small but growing body of work in this area. We conducted a scoping review to identify 54 relevant publications and chart their commonalities. We then performed a qualitative analysis to identify meta-and sub-themes. The meta-themes include: studying what benefits or hinders ELL students, focusing on integrative language skills, and pedagogical and curricular approaches. Via this scoping review, we provide a summary and synthesis of the 54 publications and identify comprehensively-examined and emerging themes. CCS Concepts• Social and professional topics → Computing education.

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“…Another study, a year long upper elementary CS-integrated computational thinking and literacy curriculum, aligned with the grade 3-5 English Language Development Standards and Common Core State Standards for English Language Arts, was developed to increase both CS learning and literacy development among predominately Latinx, multilingual students [65]. This curriculum helped to facilitate these studentsâĂŹ expression and creativity, and when combined with structured instructional practices, it appeared to support their development of computational thinking skills and overall identiication with the ield of CS [63,64].…”

Section: Background 21 Identity Studies In Cs Educationmentioning

confidence: 99%

“…For Latinx students in particular, educators can nurture their interest in CS by increasing their exposure to role models, personally meaningful coursework, and instruction that meets their cultural and linguistic needs [29]. Finally, for Latinx students who are also learning English as a second language during KâĂŞ5 grades, instruction must meet learnersâĂŹ needs for scafolded language learning, so that they acquire the language of science along with its methods; truly responsive teaching must be both culturally and linguistically sensitive [64].…”

Section: Background 21 Identity Studies In Cs Educationmentioning

confidence: 99%

Examining the What, Why, and How of Multilingual Student Identity Development in Computer Science

Jacob

Montoya

Nguyen

et al. 2022

ACM Trans. Comput. Educ.

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Developing student interest is critical to supporting student learning in computer science. Research indicates that student interest is a key predictor of persistence and achievement. While there is a growing body of work on developing computing identities for diverse students, little research focuses on early exposure to develop multilingual students’ interest in computing. These students represent one of the fastest growing populations in the US, yet they are dramatically underrepresented in computer science education. This study examines identity development of upper elementary multilingual students as they engage in a year-long computational thinking curriculum, and follows their engagement across multiple settings (i.e., school, club, home, community). Findings from pre- and -post surveys of identity showed significant differences favoring students’ experiences with computer science, their perceptions of computer science, their perceptions of themselves as computer scientists, and their family support for computer science. Findings from follow-up interviews and prior research suggest that tailored instruction provides opportunities for connections to out-of-school learning environments with friends and family that may shift students’ perceptions of their abilities to pursue computer science and persist when encountering challenges.

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Teaching Computational Thinking to Multilingual Students through Inquiry-based Learning

Cited by 13 publications

References 23 publications

Investigation of the relationship between teachers’ inquiry-based teaching self-efficiency for STEM+S and their computational thinking skills

Investigation of the relationship between teachers’ inquiry-based teaching self-efficiency for STEM+S and their computational thinking skills

English Language Learners in Computer Science Education

Examining the What, Why, and How of Multilingual Student Identity Development in Computer Science

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