父母参与计算思维教育:系统回顾

2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI:10.1109/TALE54877.2022.00100

Haiyan Cai, G. Wong

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引用次数: 0

摘要

为了提高学生学习计算思维的效率，我们对父母参与计算思维教育的现状进行了系统回顾。在这篇综述中，我们首先回顾了父母参与的理论。在此基础上，对父母参与类型、父母角色和父母心理因素进行了调查和分类。我们还在Hoover-Dempsey and Sandler的父母参与CT教育模型的第2层补充了一个新的参与形式，即父母对使用技术和CT工具的支持和关注。我们提出了计算思维教育的父母参与模式。我们对家长参与CT教育的相关研究进行了综合研究，发现了家长参与儿童CT学习的研究差距。

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Parental Involvement in Computational Thinking Education: A Systematic Review

We conducted a systematic review of studies aimed at exploring the state of parental involvement in computational thinking (CT) education to facilitate students’ efficiency in learning computational thinking. In this review, we started with reviewing theories of parental involvement. Then we investigated and categorized types of parental involvement, parent roles, and parents’ psychological factors in the parenting process. We also supplemented a new involvement form in Level 2 of Hoover-Dempsey and Sandler’s Model of Parental Involvement in CT Education, namely parents’ support with concerns about using technology and CT tools. We proposed the Model of Parental Involvement in Computational Thinking Education. We conducted comprehensive research of related studies on parental involvement in CT education and identified the research gap in involving parents in children’s CT learning.

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来源期刊

2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)

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