Computer Science

Helping K-12 Teachers Get Unstuck with Scratch: The Design of an Online Professional Learning Experience

K-12 introductory programming experiences are often highly scaffolded, and it can be challenging for teachers and learners to transition from these scaffolded experiences to experiences of learner-directed creative work, where learners are solving problems and fluently expressing ideas through code. Learners can often "get stuck" in this creative process due to a number of different factors: (1) imagination, (2) concepts, (3) bugs, (4) doubt, and (5) pedagogy.

Author/Presenter: 
Paulina Haduong
Karen Brennan
Lead Organization(s): 
Year: 
2019
Short Description: 
In this paper, authors describe the design and implementation of Getting Unstuck, a 21-day, email-based learning experience for K-12 teachers interested in developing greater familiarity and fluency with Scratch.

Computer Science for All (CSforAll: Research and RPPs) Proposal Deadline

Event Date: 
Mon, 04/13/2020 - 5:00pm
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Computer-Using Educators 2020 Spring CUE National Conference; Palm Springs, CA

Event Date: 
Thu, 03/19/2020 (All day) to Sat, 03/21/2020 (All day)
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Computer-Using Educators 2019 Fall CUE National Conference; Rancho Cordova, CA

Event Date: 
Sat, 10/19/2019 (All day) to Sun, 10/20/2019 (All day)
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To learn more, visit https://cue.org/fall/

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What They Learn When They Learn Coding: Investigating Cognitive Domains and Computer Programming Knowledge in Young Children

Computer programming for young children has grown in popularity among both educators and product developers, but still relatively little is known about what skills children are developing when they code. This study investigated N = 57 Kindergarten through second grade children’s performance on a programming assessment after engaging in a 6-week curricular intervention. Children used the ScratchJr programming tool to create animated stories, collages, and games.

Author/Presenter: 
Amanda Strawhacker
Marina Umaschi Bers
Lead Organization(s): 
Year: 
2018
Short Description: 
This study investigated N = 57 Kindergarten through second grade children’s performance on a programming assessment after engaging in a 6-week curricular intervention called ScratchJr.

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