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With many school districts nationwide integrating Computer Science (CS) and Computational Thinking (CT) instruction at the K-8 level, it is crucial that CS instruction be e ective for diverse learners. A popular pedagogical approach is Use!Modify!Create, which introduces a concept through a more sca olded, guided instruction before culminating in a more open-ended project for student engagement. Yet, little research has gone into strategies that increase learning during the Use!Modify step. This paper introduces TIPP&SEE, a learning that further sca olds student learning during this step. Results from a quasi-experimental study show statistically-signi cant outperformance from students using the TIPP&SEE strategy on all assessment questions of medium and hard difficulty, suggesting its potential as an e ective CS learning strategy
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Supporting Diverse Learners in K-8 Computational Thinking with TIPP&SEE
With the growth of Computer Science (CS) and Computational Thinking (CT) instruction in the primary/elementary domain, it is important that such instruction supports diverse learners. Four categories of students ś students in poverty, multi-lingual students, students with disabilities, and students who have below-grade-level proficiency in reading and math, may face academic challenges that can hinder their learning in CS/CT curricula. However, little is known about how to support these students in CS/CT instruction, especially at this young age. TIPP&SEE, a meta-cognitive strategy that scaffolds learning by proceduralizing engagement through example code, may offer some support. A quasi-experimental study revealed that the gaps between students with and without academic challenges narrowed when using the TIPP&SEE strategy, indicating its promise in providing equitable learning opportunities in CS/CT.
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- PAR ID:
- 10256867
- Date Published:
- Journal Name:
- The 52nd ACM Technical Symposium on Computer Science Education (SIGCSE ’21)
- Page Range / eLocation ID:
- 246 to 252
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/3408877.3432366
