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Full-Text Articles in Education
Exploring Practical Measures As An Approach For Measuring Elementary Students’ Attitudes Towards Computer Science, Umar Shehzad, Mimi M. Recker, Jody E. Clarke-Midura
Exploring Practical Measures As An Approach For Measuring Elementary Students’ Attitudes Towards Computer Science, Umar Shehzad, Mimi M. Recker, Jody E. Clarke-Midura
Publications
This paper presents a novel approach for predicting the outcomes of elementary students’ participation in computer science (CS) instruction by using exit tickets, a type of practical measure, where students provide rapid feedback on their instructional experiences. Such feedback can help teachers to inform ongoing teaching and instructional practices. We fit a Structural Equation Model to examine whether students' perceptions of enjoyment, ease, and connections between mathematics and CS in an integrated lesson predicted their affective outcomes in self-efficacy, interest, and CS identity, collected in a pre- post- survey. We found that practical measures can validly measure student experiences.
Geometry And Coding: Introducing An Interactive And Integrated Mathematics-Computer Science Unit, Kimberly Beck, Jessica F. Shumway
Geometry And Coding: Introducing An Interactive And Integrated Mathematics-Computer Science Unit, Kimberly Beck, Jessica F. Shumway
Publications
As part of a collaborative project between Utah State University, the Cache County School District, and Stanford, instructional units were designed for fifth-grade students. These units integrated math concepts of geometrical shapes and computer science concepts of sequences, conditionals, and loops. One component of the unit was implemented in math classrooms by math teachers, and the other component was implemented in computer labs. This presentation will focus on the math unit as presented at the National Council of Teachers of Mathematics (NCTM-V).
Co-Designing Elementary-Level Computer Science And Mathematics Lessons: An Expansive Framing Approach, Umar Shehzad, Jody Clarke-Midura, Kimberly Beck, Jessica Shumway, Mimi Recker
Co-Designing Elementary-Level Computer Science And Mathematics Lessons: An Expansive Framing Approach, Umar Shehzad, Jody Clarke-Midura, Kimberly Beck, Jessica Shumway, Mimi Recker
Publications
This study examines how a rural-serving school district aimed to provide elementary-level computer science (CS) by offering instruction during students’ computer lab time. As part of a research-practice partnership, cross-context mathematics and CS lessons were co-designed to expansively frame and highlight connections across – as opposed to integration within – the two subjects. Findings indicated that most students who engaged with the lessons across the lab and classroom contexts reported finding the lessons interesting, seeing connections to their mathematics classes, and understanding the programming. In contrast, a three-level logistic regression model showed that students who only learned about mathematics connections …