Learning to teach coding through argumentation
For computer science to be for all students, coding needs to be integrated within existing curricula for authentic and interdisciplinary computer science learning. The present study examined the use of transformative pedagogy of teaching coding through argumentation, specifically focusing on how tea...
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| Published in: | Computers and education open Vol. 3; p. 100107 |
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| Main Authors: | , , , , |
| Format: | Journal Article |
| Language: | English |
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Elsevier Ltd
01.12.2022
Elsevier |
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| ISSN: | 2666-5573, 2666-5573 |
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| Abstract | For computer science to be for all students, coding needs to be integrated within existing curricula for authentic and interdisciplinary computer science learning. The present study examined the use of transformative pedagogy of teaching coding through argumentation, specifically focusing on how teachers conceptualized teaching coding through argumentation. Fourteen elementary teachers learned coding and argumentation in a semester-long professional learning course. Participating teachers’ coding knowledge, views of coding, and beliefs about using argumentation in teaching coding were examined. A concurrent triangulation mixed methods design was used. Quantitative data included coding exams and surveys and qualitative data included interviews and course artifacts. Study findings include: (a) there were sustained groups with more complete coding knowledge and less complete coding knowledge throughout the semester, (b) coding was often viewed as a means to create another modality for other subject teaching with no difficulty of integration, (c) a few teachers articulated their beliefs about using argumentation in teaching coding with concrete relational connection to coding, and (d) teachers who consistently exhibited more complete coding knowledge conceptualized teaching coding with argumentation in more concrete ways. |
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| AbstractList | For computer science to be for all students, coding needs to be integrated within existing curricula for authentic and interdisciplinary computer science learning. The present study examined the use of transformative pedagogy of teaching coding through argumentation, specifically focusing on how teachers conceptualized teaching coding through argumentation. Fourteen elementary teachers learned coding and argumentation in a semester-long professional learning course. Participating teachers’ coding knowledge, views of coding, and beliefs about using argumentation in teaching coding were examined. A concurrent triangulation mixed methods design was used. Quantitative data included coding exams and surveys and qualitative data included interviews and course artifacts. Study findings include: (a) there were sustained groups with more complete coding knowledge and less complete coding knowledge throughout the semester, (b) coding was often viewed as a means to create another modality for other subject teaching with no difficulty of integration, (c) a few teachers articulated their beliefs about using argumentation in teaching coding with concrete relational connection to coding, and (d) teachers who consistently exhibited more complete coding knowledge conceptualized teaching coding with argumentation in more concrete ways. |
| ArticleNumber | 100107 |
| Author | Park, Hyejin Foutz, Timothy Boz, Tuğba Kim, ChanMin Gleasman, Cory |
| Author_xml | – sequence: 1 givenname: ChanMin orcidid: 0000-0001-9383-8846 surname: Kim fullname: Kim, ChanMin email: cmk604@psu.edu organization: Learning, Design, and Technology, Educational Psychology, College of Education, The Pennsylvania State University, United States – sequence: 2 givenname: Cory surname: Gleasman fullname: Gleasman, Cory organization: Curriculum and Instruction, College of Education, Tennessee Tech University, United States – sequence: 3 givenname: Tuğba surname: Boz fullname: Boz, Tuğba organization: School of STEM Education, Innovation, and Global Studies, Dublin City University, Dublin, Ireland – sequence: 4 givenname: Hyejin orcidid: 0000-0002-0451-5728 surname: Park fullname: Park, Hyejin organization: Department of Mathematics and Statistics, James Madison University, United States – sequence: 5 givenname: Timothy surname: Foutz fullname: Foutz, Timothy organization: School of Environmental, Civil, Agricultural, and Mechanical Engineering, College of Engineering, University of Georgia, United States |
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| Keywords | Computing education Argumentation Elementary teacher education Block-based coding Robot programming |
| Language | English |
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