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Developing a repertoire of notional machines (i.e., pedagogical tools for teaching programming) is essential for new computer science (CS) educators. However, there is a lack of documentation of notional machines and related pedagogical content knowledge (i.e., insights into teaching CS content). Our experience report addresses this lack of documentation and captures insights from our professional learning community. We co-designed an approach to use physical objects to teach inheritance in Java. Unlike a research paper that would rigorously document a few student outcomes with the expectation that these would generalize, our experience report shares our observations from multiple years of teaching with the goal of providing a number of things for educators to consider when teaching inheritance in Java. Drawing from an analysis of our meeting notes, we describe our instructional sequence, our perceptions of its current strengths and weaknesses for supporting students’ learning, insights from our previous failed attempts, and eight pedagogical practices.
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"¿Qué Funciona?" Translanguaging, Epistemic Agency, and Storytelling for the Authoring of Ideas in Computer Science
Understanding how students compose CSM ideas is essential for engagement, the development of content knowledge, and a robust STEM identity. This case study focuses on the linguistic and pedagogical transformations during computer science and mathematics learning. We document these transformations accompanying idea formation and authorship to identify three essential findings: 1) Translanguaging provides a pedagogical tool for epistemic generativity, 2) Idea-crafting and pedagogical modeling, and 3) The concept of self-pedagogy. Students use translanguaging, exercising epistemic agency to order their learning experience and providing opportunities to reposition themselves and others. In one learning sequence, Joaquin, a student co-facilitator, uses space-time marking to help manage/organize current activity with past experience. These links establish an episodic account of learning that is managed, organized, and referenced as part of a larger narrative. In doing so, he authors a model that provides a substantive connection to content for his peers.
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- Award ID(s):
- 1949230
- PAR ID:
- 10520937
- Publisher / Repository:
- AERA
- Date Published:
- 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/10.3102/2011070
