Exploring Design Principles in Computational Thinking Instruction for Multilingual Learners

Datos Bibliográficos

ID21459936
AutoresRose K Pozos (0000-0002-3403-1003, Stanford University, Stanford, CA, USA, autor de correspondencia), Samuel Severance (0000-0003-0055-3572, University of California, Santa Cruz, CA, USA), Jill Denner (0000-0003-3293-4767, Education, Training, Research, Scotts Valley, CA, USA), Kip Téllez (0000-0002-6314-6459, University of California, Santa Cruz, CA, USA)
Año2022
Volumen124
Número5
Páginas127-145
Fecha de publicación2022-05-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaTeachers College Record The Voice of Scholarship in Education (JOURNAL)
Identificadores de la revistaISSN: 0161-4681 • E-ISSN: 1467-9620
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/01614681221104043
OpenAlexW4281659190
IdiomaEN
Citas recibidas2
Referencias citadas37

Background: Multilingual learners have been overlooked and understudied in computer science education research. As the CS for All movement grows, it is essential to design integrated, justice-oriented curricula that help young multilingual learners begin to develop computational thinking skills and discourses. Purpose: We present a conceptual framework and accompanying design principles for justice-centered computational thinking activities that are language-rich, with the aim of supporting learners’ agency and building their capacity over time to use computing for good in their communities. Setting: Our work takes place in a research–practice partnership centered in an elementary school in California with a significant multilingual Latinx population. Research Design: We have engaged in two cycles of design-based research with preservice and in-service teachers at an elementary school. Through analysis of one case study during the second and most recent cycle, we examined the potential of teachers using our design principles for supporting multilingual learners’ language development through engagement in computational thinking. Conclusions: Our findings suggest that multilingual learners will engage in productive discourse when computational thinking lessons are designed to (1) be meaningfully contextualized, (2) position students as agentic learners, and (3) promote coherence over time. However, more research is needed to understand how teachers use these principles over time, and what additional supports are needed to ensure coordination between stakeholders to develop and effectively implement coherent learning progressions

Computational Thinking · Curriculum · General partnership · Instructional design · Mathematics education · Pedagogy · Population · Sociology · Computer Science · Innovative Teaching and Learning Methods · Protein Degradation and Inhibitors · Psychology · Teaching and Learning Programming