An Instructional Model to Link Designing and Conceptual Understanding in Secondary Computer Science Education

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Abstract

In design-based education, students use scientific concepts to inform their artifact-making endeavors. On the other hand, artifact-making activities are meant to deepen students' conceptual understanding. However, no strategy has been described that explicitly links conceptual development and artifact-making endeavors in computer science design projects in an authentic way. To fill this gap, in this 'work in progress' study, we developed an instructional model for fusion designing and conceptual learning in CS education. A key component of the model is the 'intermediate design products' which play a critical role in connecting designing and conceptual learning. The model served to develop exemplary lesson materials meant to enhance students' algorithmic thinking. The materials were implemented and evaluated in four classes. The results suggest the model provides opportunities to improve students' algorithmic thinking. Furthermore, intermediate products turn out to be promising inputs for (formative) assessment of conceptual development in design projects by capturing and revealing students' misconceptions about basic CS concepts.
Original languageEnglish
Title of host publicationProceedings of the 13th Workshop on Primary and Secondary Computing Education
Place of PublicationNew York, NY
Publisheracm
Number of pages4
ISBN (Print)9781450365888
DOIs
Publication statusPublished - 2018
EventWorkshop WiPSCE '18 Workshop in Primary and Secondary Computing Education - Potsdam, Germany
Duration: 4 Oct 20186 Oct 2018
http://www.informatikdidaktik.de/wipsce2018

Publication series

SeriesACM International Conference Proceeding Series

Conference

ConferenceWorkshop WiPSCE '18 Workshop in Primary and Secondary Computing Education
Abbreviated titleWiPSCE '18
CountryGermany
CityPotsdam
Period4/10/186/10/18
Internet address

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Rahimi, E., Barendsen, E., & Henze, I. (2018). An Instructional Model to Link Designing and Conceptual Understanding in Secondary Computer Science Education. In Proceedings of the 13th Workshop on Primary and Secondary Computing Education [11] acm. ACM International Conference Proceeding Series https://doi.org/10.1145/3265757.3265768