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CEO: A Triangulated Evaluation of a Modeling-Based CT-Infused CS Activity for Non-CS Middle Grade Students

Authors:

Nicholas Lytle,

Veronica Cateté,

Danielle Boulden,

Jennifer Houchins,

Tiffany Barnes, and

Eric WiebeAuthors Info & Claims

CompEd '19: Proceedings of the ACM Conference on Global Computing Education

May 2019

Pages 58 - 64

https://doi.org/10.1145/3300115.3309527

Published: 09 May 2019 Publication History

Abstract

With the increased demand for introducing computational thinking (CT) in K-12 classrooms, educational researchers are developing integrated lesson plans that can teach CT fundamentals in non-computing specific classrooms. Although these lessons reach more students through the core curriculum, proper evaluation methods are needed to ensure the quality of the design and integration. As part of a research practice partnership, we work to infuse research-backed curricula into science courses. We find a three-pronged approach of evaluation can help us make better decisions on how to improve experimental curricula for active classrooms. This CEO model uses three data sources (student code traces, exit ticket responses, and field observations) as a triangulated approach that can be used to identify programming behavior among novice developers, preferred task ordering for the assignment, and scaffolding recommendations to teachers. This approach allows us to evaluate the practical implementations of our initiative and create a focused approach for designing more effective lessons.

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Cited By

Akram BJiang S(2023)Investigation of Students’ Learning, Interest, and Career Aspirations in an Integrated Science and Artificial Intelligence Learning Environment (i-SAIL)Proceedings of the 2023 ACM Conference on International Computing Education Research - Volume 210.1145/3568812.3603488(33-34)Online publication date: 7-Aug-2023
https://dl.acm.org/doi/10.1145/3568812.3603488
Poulakis EPolitis P(2021)Computational Thinking Assessment: Literature ReviewResearch on E-Learning and ICT in Education10.1007/978-3-030-64363-8_7(111-128)Online publication date: 10-Mar-2021
https://doi.org/10.1007/978-3-030-64363-8_7
Isvik ACatete VAlvarez LLytle NBarnes T(2020)Exploring Differences Between Student and Teacher Created Snap! Projects2020 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC)10.1109/VL/HCC50065.2020.9127249(1-5)Online publication date: Aug-2020
https://doi.org/10.1109/VL/HCC50065.2020.9127249
Show More Cited By

CEO: A Triangulated Evaluation of a Modeling-Based CT-Infused CS Activity for Non-CS Middle Grade Students
1. Social and professional topics
  1. Professional topics
    1. Computing education

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Information & Contributors

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Published In

cover image ACM Conferences

CompEd '19: Proceedings of the ACM Conference on Global Computing Education

May 2019

260 pages

ISBN:9781450362597

DOI:10.1145/3300115

General Chairs:
Ming Zhang
Peking University, China
,
Bo Yang
Linyi University, China
,
Program Chairs:
Steve Cooper
University of Nebraska-Lincoln, USA
,
Andrew Luxton-Reilly
University of Auckland, New Zealand

Copyright © 2019 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].

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SIGCSE: ACM Special Interest Group on Computer Science Education

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Association for Computing Machinery

New York, NY, United States

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Published: 09 May 2019

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National Science Foundation

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CompEd '19

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SIGCSE

CompEd '19: ACM Global Computing Education Conference 2019

May 9 - 19, 2019

Chengdu,Sichuan, China

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CompEd '19 Paper Acceptance Rate 33 of 100 submissions, 33%;

Overall Acceptance Rate 33 of 100 submissions, 33%

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Cited By

Akram BJiang S(2023)Investigation of Students’ Learning, Interest, and Career Aspirations in an Integrated Science and Artificial Intelligence Learning Environment (i-SAIL)Proceedings of the 2023 ACM Conference on International Computing Education Research - Volume 210.1145/3568812.3603488(33-34)Online publication date: 7-Aug-2023
https://dl.acm.org/doi/10.1145/3568812.3603488
Poulakis EPolitis P(2021)Computational Thinking Assessment: Literature ReviewResearch on E-Learning and ICT in Education10.1007/978-3-030-64363-8_7(111-128)Online publication date: 10-Mar-2021
https://doi.org/10.1007/978-3-030-64363-8_7
Isvik ACatete VAlvarez LLytle NBarnes T(2020)Exploring Differences Between Student and Teacher Created Snap! Projects2020 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC)10.1109/VL/HCC50065.2020.9127249(1-5)Online publication date: Aug-2020
https://doi.org/10.1109/VL/HCC50065.2020.9127249
Lytle NCatete VIsvik ABoulden DDong YWiebe EBarnes T(2019)From 'Use' to 'Choose'Proceedings of the 14th Workshop in Primary and Secondary Computing Education10.1145/3361721.3362110(1-6)Online publication date: 23-Oct-2019
https://dl.acm.org/doi/10.1145/3361721.3362110
Lytle NMcCartney RPetersen ARobins AMoskal AMcCartney RRobins A(2019)Towards Data-Driven Programming Problem Generation for Mastery LearningProceedings of the 2019 ACM Conference on International Computing Education Research10.1145/3291279.3339447(339-340)Online publication date: 30-Jul-2019
https://dl.acm.org/doi/10.1145/3291279.3339447

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