Amy Hutchison, Qi Si, Jamie Colwell, Erdogan Kaya, Eileen Jakeway, Brittany Miller, Kristie Gutierrez, Kelly Regan, Anna Evmenova
{"title":"基于编写与编码数字平台与课程的基于读写能力的脚手架式编码教学","authors":"Amy Hutchison, Qi Si, Jamie Colwell, Erdogan Kaya, Eileen Jakeway, Brittany Miller, Kristie Gutierrez, Kelly Regan, Anna Evmenova","doi":"10.1111/jcal.13115","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>In recent years, computer science education has emerged as a necessary part of school curricula for students of all ages. With such momentum in this direction, it is essential that program designers, educators, and researchers ensure that computer science education is designed to be inclusive, effective, and engaging for all students.</p>\n </section>\n \n <section>\n \n <h3> Objective</h3>\n \n <p>Accordingly, this paper reports on the design and implementation of an inclusive digital learning platform and accompanying curriculum for scaffolding and integrating coding into writing instruction for elementary-aged students (approximately ages 9–12). In this paper, we report on teachers' uses of the Compose and Code (CoCo) platform and curriculum, how students used its features, and its influence on students' computational thinking skills and attitudes about coding.</p>\n </section>\n \n <section>\n \n <h3> Method</h3>\n \n <p>Data analysed in this mixed-methods study come from 11 teachers and 595 students in Grades 3–6. Data sources included teacher reflections and interviews, an assessment of computational thinking for students, and a coding attitudes survey for students. Quantitative data were analysed descriptively and using paired sample <i>t</i>-tests. Qualitative data were analysed inductively using open coding to determine emergent categories.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusion</h3>\n \n <p>Findings indicate that (1) a majority of students effectively used the CoCo platform to plan their work and code in Scratch, with a smaller percentage using the self-evaluation and self-monitoring features, (2) teachers indicated overall positive perceptions of the CoCo platform and curriculum, with strong support for using it in the future, (3) students' computational thinking skills improved over the course of the project, with results indicating a large effect size (<i>g</i> = 1.24), and (4) student attitudinal results were mixed, providing insights to the barriers that students face when learning to code. Overall, this study indicates that the CoCo platform and curriculum show promise as a scaffolded, structured, and integrated tool for teaching elementary computer science to elementary grade students.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Scaffolding Coding Instruction Through Literacy via the Compose and Code Digital Platform and Curriculum\",\"authors\":\"Amy Hutchison, Qi Si, Jamie Colwell, Erdogan Kaya, Eileen Jakeway, Brittany Miller, Kristie Gutierrez, Kelly Regan, Anna Evmenova\",\"doi\":\"10.1111/jcal.13115\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>In recent years, computer science education has emerged as a necessary part of school curricula for students of all ages. With such momentum in this direction, it is essential that program designers, educators, and researchers ensure that computer science education is designed to be inclusive, effective, and engaging for all students.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objective</h3>\\n \\n <p>Accordingly, this paper reports on the design and implementation of an inclusive digital learning platform and accompanying curriculum for scaffolding and integrating coding into writing instruction for elementary-aged students (approximately ages 9–12). In this paper, we report on teachers' uses of the Compose and Code (CoCo) platform and curriculum, how students used its features, and its influence on students' computational thinking skills and attitudes about coding.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Method</h3>\\n \\n <p>Data analysed in this mixed-methods study come from 11 teachers and 595 students in Grades 3–6. Data sources included teacher reflections and interviews, an assessment of computational thinking for students, and a coding attitudes survey for students. Quantitative data were analysed descriptively and using paired sample <i>t</i>-tests. Qualitative data were analysed inductively using open coding to determine emergent categories.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusion</h3>\\n \\n <p>Findings indicate that (1) a majority of students effectively used the CoCo platform to plan their work and code in Scratch, with a smaller percentage using the self-evaluation and self-monitoring features, (2) teachers indicated overall positive perceptions of the CoCo platform and curriculum, with strong support for using it in the future, (3) students' computational thinking skills improved over the course of the project, with results indicating a large effect size (<i>g</i> = 1.24), and (4) student attitudinal results were mixed, providing insights to the barriers that students face when learning to code. 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Scaffolding Coding Instruction Through Literacy via the Compose and Code Digital Platform and Curriculum
Background
In recent years, computer science education has emerged as a necessary part of school curricula for students of all ages. With such momentum in this direction, it is essential that program designers, educators, and researchers ensure that computer science education is designed to be inclusive, effective, and engaging for all students.
Objective
Accordingly, this paper reports on the design and implementation of an inclusive digital learning platform and accompanying curriculum for scaffolding and integrating coding into writing instruction for elementary-aged students (approximately ages 9–12). In this paper, we report on teachers' uses of the Compose and Code (CoCo) platform and curriculum, how students used its features, and its influence on students' computational thinking skills and attitudes about coding.
Method
Data analysed in this mixed-methods study come from 11 teachers and 595 students in Grades 3–6. Data sources included teacher reflections and interviews, an assessment of computational thinking for students, and a coding attitudes survey for students. Quantitative data were analysed descriptively and using paired sample t-tests. Qualitative data were analysed inductively using open coding to determine emergent categories.
Results and Conclusion
Findings indicate that (1) a majority of students effectively used the CoCo platform to plan their work and code in Scratch, with a smaller percentage using the self-evaluation and self-monitoring features, (2) teachers indicated overall positive perceptions of the CoCo platform and curriculum, with strong support for using it in the future, (3) students' computational thinking skills improved over the course of the project, with results indicating a large effect size (g = 1.24), and (4) student attitudinal results were mixed, providing insights to the barriers that students face when learning to code. Overall, this study indicates that the CoCo platform and curriculum show promise as a scaffolded, structured, and integrated tool for teaching elementary computer science to elementary grade students.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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