Journal article
Danielle Herro, Cassie F. Quigley, Holly Plank, O. Abimbade
2021
2021
Semantic Scholar
DOI
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APA
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Herro, D., Quigley, C. F., Plank, H., & Abimbade, O. (2021). Understanding students’ social interactions during making activities designed to promote computational thinking.
Chicago/Turabian
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Herro, Danielle, Cassie F. Quigley, Holly Plank, and O. Abimbade. “Understanding Students’ Social Interactions during Making Activities Designed to Promote Computational Thinking” (2021).
MLA
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Herro, Danielle, et al. Understanding Students’ Social Interactions during Making Activities Designed to Promote Computational Thinking. 2021.
BibTeX Click to copy
@article{danielle2021a,
title = {Understanding students’ social interactions during making activities designed to promote computational thinking},
year = {2021},
author = {Herro, Danielle and Quigley, Cassie F. and Plank, Holly and Abimbade, O.}
}
Abstract
Abstract We examine elementary and middle school students social interactions while engaged in making activities designed to promote computational thinking (CT). Participants include 52 students in grades five, six, seven and eight working in 17 different groups in three different schools in the Northeast. Students solved CT challenges introduced by their teachers during a series of lessons in their classroom or school makerspace. Prior to the CT challenges, teachers participated in summer professional development focused on developing lessons aligning disciplinary content with CT competencies and practices. Co-ACT, an observation rubric that measures CT during collaborative problem solving, and semi-structured interviews were used to investigate students proficiency with and perspectives toward peer interactions and communication. The majority of participants interacted and communicated with peers at an acceptable or proficient level and students perceived their social interactions as positive. Findings also implied educators might find ways to increase self-monitoring and equitable participation.
