Scaffolding Coding Instruction Through Literacy via the Compose and Code Digital Platform and Curriculum.
Background: In recent years, computer science education has emerged as a necessary part of school curricula for students of all ages. With such momentum in this direction, it is essential that program designers, educators, and researchers ensure that computer science education is designed to be incl...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 1; pp. 1 - 15 |
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| Autores principales: | , , , , , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=183981463&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 183981463 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2025 vid: 41 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 183981463 183981463 183981463 10.1111/jcal.13115 183981463 ppf: 1 ppct: 14 formats: tig: atl: Scaffolding Coding Instruction Through Literacy via the Compose and Code Digital Platform and Curriculum. aug: au: Hutchison, Amy Si, Qi Colwell, Jamie Kaya, Erdogan Jakeway, Eileen Miller, Brittany Gutierrez, Kristie Regan, Kelly Evmenova, Anna affil: Department of Curriculum and Instruction, The University of Alabama, Tuscaloosa Alabama,, USA sug: subj: Literacy Digital Technology Curriculum Development Program Development Program Implementation Learning Methods Students, Elementary Psychosocial Factors Coding Thinking Skill Acquisition Computer-Assisted Instruction Teachers Psychosocial Factors Integrated Curriculum United States Human Multimethod Studies Field Notes Reflection Interviews Surveys Descriptive Statistics T-Tests Self Assessment Thematic Analysis Goal-Setting Child Adolescence Adult Male Female United States Funding Source Child: 6-12 years Adolescent: 13-18 years Adult: 19-44 years Male Female ab: Background: In recent years, computer science education has emerged as a necessary part of school curricula for students of all ages. With such momentum in this direction, it is essential that program designers, educators, and researchers ensure that computer science education is designed to be inclusive, effective, and engaging for all students. Objective: Accordingly, this paper reports on the design and implementation of an inclusive digital learning platform and accompanying curriculum for scaffolding and integrating coding into writing instruction for elementary‐aged students (approximately ages 9–12). In this paper, we report on teachers' uses of the Compose and Code (CoCo) platform and curriculum, how students used its features, and its influence on students' computational thinking skills and attitudes about coding. Method: Data analysed in this mixed‐methods study come from 11 teachers and 595 students in Grades 3–6. Data sources included teacher reflections and interviews, an assessment of computational thinking for students, and a coding attitudes survey for students. Quantitative data were analysed descriptively and using paired sample t‐tests. Qualitative data were analysed inductively using open coding to determine emergent categories. Results and Conclusion: Findings indicate that (1) a majority of students effectively used the CoCo platform to plan their work and code in Scratch, with a smaller percentage using the self‐evaluation and self‐monitoring features, (2) teachers indicated overall positive perceptions of the CoCo platform and curriculum, with strong support for using it in the future, (3) students' computational thinking skills improved over the course of the project, with results indicating a large effect size (g = 1.24), and (4) student attitudinal results were mixed, providing insights to the barriers that students face when learning to code. Overall, this study indicates that the CoCo platform and curriculum show promise as a scaffolded, structured, and integrated tool for teaching elementary computer science to elementary grade students. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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