Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/10296
Title: Using Computational Thinking as a Metacognitive Tool in the Context of Plugged Vs. Unplugged Computational Activities
Authors: Ocak, Ceren
Yadav, Aman
Macann, Victoria
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Ocak, C., Yadav, A., & Macann, V. (2023). Using computational thinking as a metacognitive tool in the context of plugged vs. unplugged computational activities. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 545-552). International Society of the Learning Sciences.
Abstract: This paper explored how K-5 teachers incorporated computational thinking (CT) to support young children’s development of metacognitive knowledge and abilities. Two 4th-grade mathematics teachers’ lesson videos were analyzed to understand how K-5 teachers used CT as a metacognitive tool. One teacher incorporated CT ideas and practices into her teaching without using any computational device (i.e., unplugged), whereas the other used Dash & Dot robots to engage his students in CT (i.e., plugged). Within those activities, teachers used CT to engage students in a variety of metacognitive strategies, such as attending to critical features of a problem, creating a mental model of a problem, and monitoring solution paths. Our findings provided insight into how K-5 teachers can leverage CT to enhance their students’ metacognitive knowledge and abilities.
Description: Long Paper
URI: https://doi.org/10.22318/icls2023.474441
https://repository.isls.org//handle/1/10296
Appears in Collections:ISLS Annual Meeting 2023

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