June 15, 2019
June 15, 2019
October 19, 2019
NSF Grantees Poster Session
This presentation will focus on the preliminary findings of a 3-year STEM+Computing Partnerships Design and Development project. This project, titled Collective Argumentation Learning and Coding (CALC), is designed to use the principles of collective argumentation to teach coding through appropriate reasoning. Currently, standards emphasize the teaching and learning of argumentation as important parts of mathematics and science instruction. Therefore, our research team believes that collective argumentation, (i.e., teachers and students working together to establish a claim with appropriate reasoning) will allow coding to be a key element in the teaching of both mathematics and science; as such, coding will not be taught as an add-on activity. Teaching coding in this way has several benefits. First, creating and critiquing arguments to code promotes a more structured approach to coding rather than the trial-and-error approach commonly used by novice programmers. Second, it allows teachers to use methods that are already in use in mathematics and science instruction to teach coding, thus increasing the probability that it will be taught in conjunction with mathematics and science as regular parts of classroom instruction rather than relegated to an after-school or enrichment activity for only some students. Third, it has the potential to increase administrative support for coding as it is integrated with mathematics and science, subjects already recognized as important for student success as evidenced by state testing requirements.
This poster presentation will discuss findings from the first year of the CALC project. These finding will focus on our research questions 1. How does the CALC approach build elementary school teachers’ (grades 3-5) content knowledge of coding? 2. How do elementary school teachers use the CALC approach to support their students’ learning of coding, mathematics, and science content and practices? 3. What are elementary teachers’ beliefs about using collective argumentation in teaching coding, mathematics, and science? 4. What approaches to coding (e.g. trial & error, structured) do students use after CALC enactment?
Foutz, T., & Hill, R. B., & Crawford, B. A., & Thompson, S. A., & Conner, A., & Kim, C., & Jackson, D. F. (2019, June), Board 55: Work in Progress: Collective Argumentation: Integration of Coding into Mathematics and Science Learning Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32375
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015