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|Title:||Design of an Expansively-Framed Board Game-based Unit to Introduce Computer Programming to Upper Elementary Students|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Lee, V., Poole, F., Clarke-Midura, J., & Recker, M. (2020). Design of an Expansively-Framed Board Game-based Unit to Introduce Computer Programming to Upper Elementary Students. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1727-1728). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||This paper presents an instructional design using expansive framing to introduce computer programming to upper elementary students. By using a tabletop board game as the context for learning, bridging connections between the learning in the board game and its digital instantiation, and privileging student authorship, we show how two students developed and transferred their understanding of several computational practices, including procedures and conditional logic, from the board game into their design of digital games in Scratch.|
|Appears in Collections:||ICLS 2020|
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