Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6771
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dc.contributor.authorCelepkolu, Mehmet
dc.contributor.authorGaldo, Aisha Chung
dc.contributor.authorBoyer, Kristy Elizabeth
dc.contributor.authorWiebe, Eric N.
dc.contributor.authorMott, Bradford
dc.contributor.authorLester, James C.
dc.date.accessioned2020-07-08T23:53:47Z
dc.date.accessioned2020-07-09T04:32:22Z-
dc.date.available2020-07-08T23:53:47Z
dc.date.available2020-07-09T04:32:22Z-
dc.date.issued2020-06
dc.identifier.citationCelepkolu, M., Galdo, A. C., Boyer, K. E., Wiebe, E. N., Mott, B., & Lester, J. C. (2020). Student Reflections on Pair Programming in Middle School: A Thematic Analysis. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 803-804). Nashville, Tennessee: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.803
dc.identifier.urihttps://repository.isls.org//handle/1/6771-
dc.description.abstractThis poster reports on a thematic analysis of 64 seventh grade students’ reflections on pair programming after engaging in a series of computationally rich science activities over two semesters in the classroom. Thematic analysis of student reflections revealed themes related to (1) Desired Partner Qualities, (2) Experiences with Collaboration, (3) Partner Familiarity, (4) Disposition toward Collaboration, and (5) Pair Programming Logistics. This study contributes toward a deeper understanding of middle school learners’ experiences during pair programming.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectLearning and Identityen_US
dc.titleStudent Reflections on Pair Programming in Middle School: A Thematic Analysisen_US
dc.typePosteren_US
Appears in Collections:ICLS 2020

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