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|Title:||Designing a Blended, Middle School Computer Science Course for Deeper Learning: A Design-Based Research Approach|
|Publisher:||Singapore: International Society of the Learning Sciences|
|Citation:||Grover, S. & Pea, R. (2016). Designing a Blended, Middle School Computer Science Course for Deeper Learning: A Design-Based Research Approach In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.|
|Abstract:||As computer science (CS) thunders its way into K-12 classrooms, lack of teachers to teach CS and pedagogically sound computing curricula remain significant challenges. This paper describes a design-based research (DBR) approach to create and refine a 7-week middle school introductory CS course—Foundations for Advancing Computational Thinking (FACT)—informed by research in the learning sciences and computing education, and designed for blended in-class learning using online materials created on the OpenEdX platform. The paper shares FACT’s success in achieving a balanced pedagogy to meet its goals for deeper learning of algorithmic concepts, and identifies areas for improvements.|
|Appears in Collections:||ICLS 2016|
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