Due to the COVID-19 pandemic, this conference will be held virtually.
To learn more, visit http://www.csedu.org/Home.aspx
Due to the COVID-19 pandemic, this conference will be held virtually.
To learn more, visit http://www.cvent.com/events/spring-cue-2020-conference/event-summary-c3…
To learn more, visit https://cue.org/fall/
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.
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.
Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. It involves identifying and understanding a problem, articulating an algorithm or set of algorithms in the form of a solution to the problem, implementing that solution in such a way that the solution solves the problem, and evaluating the solution based on some set of criteria.
This paper explores the CAT Capability Flow, which begins to describe the processes and sub-skills and capabilities involve in computational algorithmic thinking (CAT). To do this, authors engage in an approach which results in an initial flowchart that depicts the processes students are engaging in as an iteratively-refined articulation of the steps involved in computational algorithmic thinking.
Paper from the 2016 Advancing Social Justice from Classroom to Community Conference.
Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. Supporting Computational Algorithmic Thinking (SCAT) is a longitudinal project that explores the development of CAT capabilities by guiding African American middle-school girls through the iterative game design cycle, resulting in a set of complex games around broad themes.
This paper explores African American middle-school girls' perspectives of their experience with the Supporting Computational Algorithmic Thinking (SCAT) project and perceptions of themselves as game designers.
Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. It involves identifying and understanding a problem, articulating an algorithm or set of algorithms in the form of a solution to the problem, implementing that solution in such a way that the solution solves the problem, and evaluating the solution based on some set of criteria.
This article explores middle school girls' reflections about the difficulties they faced while using computational algorithmic thinking capabilities as they engaged in collaborative game design for social change. Authors focus on how these difficulties changed over the course of three years as well as new difficulties that emerged from year to year as girls become more expert game designers and computational algorithmic thinkers.
Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. It involves identifying and understanding a problem, articulating an algorithm or set of algorithms in the form of a solution to the problem, implementing that solution in such a way that it solves the problem, and evaluating the solution based on some set of criteria. CAT has roots in Mathematics, through problem solving and algorithmic thinking. CAT lies at the heart of Computer Science, which is defined as the study of algorithms.
This article introduces CAT as explored through the Supporting Computational Algorithmic Thinking (SCAT) project, an ongoing longitudinal between-subjects research project and enrichment program that guides African-American middle school girls (SCAT Scholars) through the iterative game design cycle resulting in a set of complex games around broad themes.
To learn more, visit https://www.cscl2019.com/en/-home/4.
DRK-12 Presenters:
*Denotes CADRE Fellow or Fellows alumnus
