The social turn in K-12 programming

Kafai, Yasmin B.; Burke, Quinn

doi:10.1145/2445196.2445373

Cited by 68 publications

(13 citation statements)

References 25 publications

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“…In Brennan and Resnick's framework, they acknowledge CT as a social phenomenon with broader consequences for society at large. This is also found in the work of Kafai and Burke [36], who envision CT in terms of computational participation to emphasize that 'objects-to-think-with'-to use one of Papert's key ideas -are indeed 'objects-to-share-with' others [36].…”

Section: Computational Thinking For 21st Century Learnersmentioning

confidence: 80%

From computational thinking to computational empowerment

Iversen

Smith

Dindler

2018

Proceedings of the 15th Participatory Design Conference: Full Papers - Volume 1

105

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We propose computational empowerment as an approach and a Participatory Design response to challenges related to digitalization of society and the emerging need for digital literacy in K12 education. Our approach extends the current focus on computational thinking to include contextual, human-centred and societal challenges and impacts involved in students' creative and critical engagement with digital technology. Our research is based on the FabLab@School project, in which a PD approach to computational empowerment provided opportunities as well as further challenges for the complex agenda of digital technology in education. We argue that PD has the potential to drive a computational empowerment agenda in education by connecting political PD with contemporary visions for addressing a future digitalized labour market and society.

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Section: Computational Thinking For 21st Century Learnersmentioning

confidence: 80%

From computational thinking to computational empowerment

Iversen

Smith

Dindler

2018

Proceedings of the 15th Participatory Design Conference: Full Papers - Volume 1

105

View full text Add to dashboard Cite

show abstract

“…This anecdote demonstrates an increase in persistence and collaboration promoted by engagement with an external audience, which, in turn, may have contributed to an increase in model quality and participation as proposed by Kafai, Ching, Burke, and colleagues (Kafai & Burke, ; Kafai & Ching, ; Kafai, Burke, & Mote, ; Kafai et al, ). Other anecdotal data support these findings and suggest that students in the external‐audience condition were motivated by the perceived importance and utility of their task.…”

Section: Findings and Discussionmentioning

confidence: 60%

Engaging students in computational modeling: The role of an external audience in shaping conceptual learning, model quality, and classroom discourse

Pierson

Clark

2018

Science Education

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Research suggests that designing for an external audience may support conceptual understanding by offering students increased opportunities to reframe perspectival thinking in ways that support domain‐specific reasoning. While this argument is theoretically compelling, to our knowledge, it has not been empirically tested in terms of comparing the conceptual growth of students designing computational models for an external audience to the conceptual growth of students designing computational models for a classroom audience of their teacher and peers. In a constructionist agent‐based computational modeling environment, we compare the conceptual understanding, artifact quality, and discourse of 6th grade students designing models of tides primarily for an external audience of younger students (i.e., designing for 5th graders) to the conceptual understanding of 6th grade students designing models for a classroom audience. We found that students who designed for an external audience of younger children displayed greater conceptual growth about the mechanisms that cause tidal bulges as evidenced by students’ pre–post assessments, models, and user guides/reports. Our analysis of classroom discourse suggests that designing for an audience of younger children may have facilitated domain‐specific reasoning in whole‐class discussions by creating opportunities for shifts between students’ own perspectives and the perspectives of their anticipated audience.

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“…Programming is considered a fundamental component of CT, as it provides a context for students to develop CT-related skill sets (Brennan & Resnick, 2012; Grover, Jackiw, & Lundh, 2019; Grover & Pea, 2013; Guzdial, 2004). Traditionally, learning to program focused primarily on coding skills, an effort that has been criticized because it fails to demonstrate what students learn and how such learning can be transferred in other subjects (Kafai & Burke, 2013). Recently, efforts to support CT through programming focused on the design of software applications such as interactive games and apps with applicability in a variety of subject areas.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

“…Recently, efforts to support CT through programming focused on the design of software applications such as interactive games and apps with applicability in a variety of subject areas. Further, efforts to support novice programmers have resulted in a range of visual programming construction tools such as Scratch, which lower the floor of entering into programming and facilitate the creation of interactive media that can be shared with others (Brady et al., 2017; Kafai & Burke, 2013). Programming, however, is not valuable in and of itself.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

A Multiyear Investigation of Student Computational Thinking Concepts, Practices, and Perspectives in an After-School Computing Program

Mouza

Pan

Huí

et al. 2020

Journal of Educational Computing Research

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In this work, we examine whether repeated participation in an after-school computing program influenced student learning of computational thinking concepts, practices, and perspectives. We also examine gender differences in learning outcomes. The program was developed through a school–university partnership. Data were collected from 138 students over a 2.5-year period. Data sources included pre–post content assessments of computational concepts related to programming in addition to computational artifacts and interviews with a purposeful sample of 12 participants. Quantitative data were analyzed using statistical methods to identify gains in pre- and post-learning of computational thinking concepts and examine potential gender differences. Interview data were analyzed qualitatively. Results indicated that students made significant gains in their learning of computational thinking concepts and that gains persisted over time. Results also revealed differences in learning of computational thinking concepts among boys and girls both at the beginning and end of the program. Finally, results from student interviews provided insights into the development of computational thinking practices and perspectives over time. Results have implications for the design of after-school computing programs that help broaden participation in computing.

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The social turn in K-12 programming

Cited by 68 publications

References 25 publications

From computational thinking to computational empowerment

From computational thinking to computational empowerment

Engaging students in computational modeling: The role of an external audience in shaping conceptual learning, model quality, and classroom discourse

A Multiyear Investigation of Student Computational Thinking Concepts, Practices, and Perspectives in an After-School Computing Program

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