Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1227
Title: Expansive Framing and Preparation for Future Learning in Middle-School Computer Science
Authors: Grover, Shuchi
Pea, Roy D.
Cooper, Stephen
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Grover, S., Pea, R. D., & Cooper, S. (2014). Expansive Framing and Preparation for Future Learning in Middle-School Computer Science. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 992-996.
Abstract: Educators aspire to transfer of learning as a goal of their teaching. Expansive Framing and Preparation for Future Learning (PFL) are new perspectives on how to foster and assess transfer. As computing education makes its way into K-12 schools, efforts are underway to introduce children to programming in block-based environments like Scratch and Alice. This paper reports on a design-based research in progress that employs ideas of Expansive Framing and PFL to pedagogy and assessments in a middle school introductory CS curriculum that uses Scratch, and includes designed measures for evaluating how well it prepares students for success in future computing experiences with text-based programming.
URI: https://doi.dx.org/10.22318/icls2014.992
https://repository.isls.org//handle/1/1227
Appears in Collections:ICLS2014

Files in This Item:
File SizeFormat 
992-996.pdf276.92 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.