1 / 32

Heather Bort and Dennis Brylow SIGCSE 2013

CS4Impact: Measuring Computational Thinking Concepts Present in CS4HS Participant Lesson Plans. Heather Bort and Dennis Brylow SIGCSE 2013. Outline. Problem Solution Workshop Structure Rubric Results Future Work. The Problem.

gomer
Download Presentation

Heather Bort and Dennis Brylow SIGCSE 2013

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. CS4Impact: Measuring Computational Thinking Concepts Present in CS4HS Participant Lesson Plans Heather Bort and Dennis Brylow SIGCSE 2013

  2. Outline • Problem • Solution • Workshop Structure • Rubric • Results • Future Work

  3. The Problem • Many current K-12 outreach efforts attempt to increase the number of students interested in majoring in computer science and related fields • Assessing these efforts has proven to be challenging • Most prior work on examining the impact of professional development interventions for K-12 CS teachers stops with indirect measures

  4. Indirect vs Direct • Measuring Knowledge • Before and After workshop attitudinal survey (indirect) • Concept Quiz (direct) • Measuring Concept Integration • Surveying attitudes about using the concepts in their classrooms (indirect) • Ability to integrate workshop material into lesson plans for the classroom (direct)

  5. Measuring Impact • Workshop structured around Computational Thinking (CT) lesson plan building and sharing • Designed a rubric to measure how CT concepts were used in the lesson plans • Applied the rubric during the sharing phase of the workshop

  6. Workshop Structure

  7. Data Collection • Each participant presented their lesson plan to the group • Presentations were video taped for later analysis • 4 hours video data with full text of written plans coded with rubric

  8. Rubric • Computational Thinking Concepts • Level of Inquiry

  9. Computational Thinking • Jeannette Wing states that computational thinking “represents a universally applicable attitude and skill set everyone, not just computer scientists, would be eager to learn and use” • a problem solving method that uses algorithmic processes and abstraction to arrive at a answer • showcase concepts over programming skill or computational tools in the classroom

  10. Computational Thinking Concepts • Data Collection • Data Analysis • Data Representation • Problem Decomposition • Abstraction • Algorithms & Procedures • Automation • Simulation • Parallelization

  11. Why Inquiry based learning? • We learn by inquiry from birth • Important skill set • Central to science learning • Right answer versus appropriate resolution

  12. Traditional Approach to Learning • Focused on mastery of content • Teacher centered • Teacher dispenses “what is known” • Students are receivers of information • Assessment is focused on the importance of “one right answer”

  13. Inquiry Approach to Learning • Focused on using and learning content to develop information processing and problem solving skills. • More student centered • Teacher is the facilitator of learning • More emphasis on “how we come to know” • Students are involved in the construction of knowledge

  14. Sage on the Stage Versus Guide on the Side

  15. Levels of Inquiry

  16. 5 Characteristics Of Inquiry Based Learning

  17. 1. Bloom’s taxonomy • Inquiry based learning asks questions that come from the higher levels of Bloom’s Taxonomy

  18. 2. Asks questions that motivate • Inquiry based learning involves questions that are interesting and motivating to students

  19. Types of questions • Inference • Interpretation • Transfer • About hypotheses • Reflective

  20. 3. Utilizes wide variety of resources • Inquiry based learning utilizes a wide variety of resources so students can gather information and form opinions.

  21. 4. Teacher as facilitator • Teachers play a new role as guide or facilitator

  22. 5. Meaningful products come out of inquiry based learning • Students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks.

  23. Inquiry based learning in Computer science • Cooperative Learning • Teamwork • Collaboration • Project-oriented learning • Authentic Focus

  24. Rubric

  25. Rubric

  26. Results

  27. What We Learned • Many of the participants did not effectively integrate the CT core concepts into their lessons • A large number of lesson plans scored 0 in some sections of the rubric

  28. What We Learned • Among the experienced CS teachers, some are firmly entrenched in a pedagogical style that still emphasizes conveying facts and programming language syntax, not in focusing on skill building • Large number of participants were able to produce lesson plans with level 1 or level 2 components, sometimes in multiple core areas.

  29. Follow Up • One third of participants volunteered feedback for six month follow up survey. • All but one respondent has been incorporating concepts from the workshop in their classrooms

  30. Moving Forward • Link CS4HS content to Common Core Standards • Better lesson plan development and assessment • Continued multi track structure

  31. Our Thanks To: • Google • Wisconsin Department of Public Instruction • The Leadership of the Wisconsin Dairyland CSTA • The many teachers that participated

More Related