Abstract
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 13th Workshop on Primary and Secondary Computing Education |
| Place of Publication | New York, NY |
| Publisher | acm |
| Number of pages | 4 |
| ISBN (Print) | 9781450365888 |
| DOIs | |
| Publication status | Published - 2018 |
| Event | Workshop WiPSCE '18 Workshop in Primary and Secondary Computing Education - Potsdam, Germany Duration: 4 Oct 2018 → 6 Oct 2018 http://www.informatikdidaktik.de/wipsce2018 |
Publication series
| Series | ACM International Conference Proceeding Series |
|---|
Conference
| Conference | Workshop WiPSCE '18 Workshop in Primary and Secondary Computing Education |
|---|---|
| Abbreviated title | WiPSCE '18 |
| Country | Germany |
| City | Potsdam |
| Period | 4/10/18 → 6/10/18 |
| Internet address |
Fingerprint
Cite this
}
An Instructional Model to Link Designing and Conceptual Understanding in Secondary Computer Science Education. / Rahimi, Ebrahim; Barendsen, Erik; Henze, Ineke.
Proceedings of the 13th Workshop on Primary and Secondary Computing Education. New York, NY : acm, 2018. 11 (ACM International Conference Proceeding Series).Research output: Chapter in Book/Report/Conference proceeding › Conference article in proceeding › Academic › peer-review
TY - GEN
T1 - An Instructional Model to Link Designing and Conceptual Understanding in Secondary Computer Science Education
AU - Rahimi, Ebrahim
AU - Barendsen, Erik
AU - Henze, Ineke
PY - 2018
Y1 - 2018
N2 - 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.
AB - 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.
U2 - 10.1145/3265757.3265768
DO - 10.1145/3265757.3265768
M3 - Conference article in proceeding
SN - 9781450365888
T3 - ACM International Conference Proceeding Series
BT - Proceedings of the 13th Workshop on Primary and Secondary Computing Education
PB - acm
CY - New York, NY
ER -