Developing Teachers' Computational Thinking Beliefs and Engineering Practices through Game Design and Robotics

This research report presents the final year results of a three-year research project on computational thinking (CT). The project, funded by the National Science Foundation, involved training teachers in grades four through six to implement Scalable Game Design and LEGO® EV3 robotics during aftersch...

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Veröffentlicht in:	North American Chapter of the International Group for the Psychology of Mathematics Education 2017
Hauptverfasser:	Leonard, Jacqueline, Barnes-Johnson, Joy, Mitchell, Monica, Unertl, Adrienne, Stubbe, Christopher R, Ingraham, Latanya
Format:	Report
Sprache:	eng
Schlagworte:	Beliefs Computation Computer Games Computer Science Education Educational Change Elementary School Students Elementary School Teachers Engineering Education Mixed Methods Research Robotics Rural Schools STEM Education Teacher Attitudes Teacher Surveys Urban Schools
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Beschreibung
Zusammenfassung:	This research report presents the final year results of a three-year research project on computational thinking (CT). The project, funded by the National Science Foundation, involved training teachers in grades four through six to implement Scalable Game Design and LEGO® EV3 robotics during afterschool clubs. Thirty teachers and 531 students took part in the Year-3 study that blended game design and robotics. Eight of these teachers and 98 students participated in a large urban city in Pennsylvania, while the remaining 22 teachers and 433 students participated in rural Wyoming. This paper reports on the results as it pertained to teacher outcomes, specifically, teachers' development of CT beliefs and engineering practices. [For complete proceedings, see ED581294.]