ERIC Number: EJ1388748
Record Type: Journal
Publication Date: 2023
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0899 3408
EISSN: EISSN-1744-5175
Available Date: N/A
Affordances and Limitations of Teachers Instructional Styles When Teaching Computer Science and Computational Thinking
Searle, Kristin A.; Tofel-Grehl, Colby; Fischback, Liam; Hansen, Tyler
Computer Science Education, v33 n1 p139-161 2023
Background and Context: There is a need for teachers who are prepared to teach integrated CS/CT throughout the K-12 curriculum. Drawing on three vignettes of teacher instructional practice, we build on a growing body of literature around how teachers integrate CS/CT into their classrooms after attending CS/CT focused professional development. Objective: We are interested in what different instructional approaches look like when elementary teachers engage in teaching CS/CT and what kinds of discourse accompany each of these instructional approaches. Method: We utilized a two-step process to code video data of classroom instruction for four teachers. We conducted macro level coding to gain an understanding of the types of knowledge, instructional strategies, and discourse displayed by each teacher. We then conducted micro-level discourse analysis utilizing Brennan and Resnick's framework for assessing the development of computational thinking. Findings: We present vignettes of teachers using three distinct instructional approaches, direct instruction, discovery learning, and scaffolding and modeling. We look across vignettes to discuss the affordances and limitations of each instructional approach. Implications: Our findings have implications for how we design curriculum and instruction and conduct CS/CT professional development for K-12 teachers who will integrate CS/CT with other subjects.
Descriptors: Affordances, Barriers, Teaching Styles, Computer Science Education, Computation, Thinking Skills, Elementary School Teachers, Teaching Methods, Knowledge Base for Teaching, Direct Instruction, Discovery Learning, Scaffolding (Teaching Technique), Faculty Development, Observation
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Utah
Grant or Contract Numbers: 1758823
Author Affiliations: N/A