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|Title:||Concepts Before Coding: The Impact of Classroom Culture and Activity Design on Student Engagement with Computer Science Concepts|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Lundh, P., Grover, S., & Jackiw, N. (2018). Concepts Before Coding: The Impact of Classroom Culture and Activity Design on Student Engagement with Computer Science Concepts. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.|
|Abstract:||We developed a computer science curriculum, VELA, which provides non-programming activities for middle school students to learn key computer science concepts: variables, expressions, loops, and abstraction. Ongoing case study research with students and teachers in three diverse classrooms focuses on understanding sociocultural aspects of instruction that are important for students to productively engage with these concepts. While VELA supported student learning of target concepts, we find that issues such as differentiation, time on activities, and teacher preparedness need more attention. We discuss the ramifications of these findings for VELA activity design and for policies around implementing effective computer science programs.|
|Appears in Collections:||ICLS 2018|
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