Affordances and limitations of teachers instructional styles when teaching computer science and computational thinking

ABSTRACT Background and Context There is a need for teachers who are prepared to teach integrated CS/CT throughout the K-12 curriculum. Drawing on three vignettes of teacher instructional practice, we build on a growing body of literature around how teachers integrate CS/CT into their classrooms after attending CS/CT focused professional development. Objective We are interested in what different instructional approaches look like when elementary teachers engage in teaching CS/CT and what kinds of discourse accompany each of these instructional approaches. Method We utilized a two-step process to code video data of classroom instruction for four teachers. We conducted macro level coding to gain an understanding of the types of knowledge, instructional strategies, and discourse displayed by each teacher. We then conducted micro-level discourse analysis utilizing Brennan and Resnick’s framework for assessing the development of computational thinking. Findings We present vignettes of teachers using three distinct instructional approaches, direct instruction, discovery learning, and scaffolding and modeling. We look across vignettes to discuss the affordances and limitations of each instructional approach. Implications Our findings have implications for how we design curriculum and instruction and conduct CS/CT professional development for K-12 teachers who will integrate CS/CT with other subjects.