June 23, 2013
June 23, 2013
June 26, 2013
Computing & Information Technology
23.301.1 - 23.301.14
Students Performance and Perceptions of Backwards Design-Based Computing Learning ActivitiesIn this paper, we present a study of high school & technician students’ performance andperceptions of an activity designed aiming to promote computational thinking through a set oflearning objectives based on CS principles and Wiggins and McTighe’s Backwards Design.These lesson plans were part of the outcomes of a three-day teacher professional developmentworkshop as part of a course in advanced topics for a master degree in engineering. Theparticipants of this study included 15 elementary, high school and college level teachers who arealso graduate students in a master program in engineering.As part of the workshop participants were invited implement their designs in their ownclassrooms and together with the researchers conduct classroom action research. Action researchhas been defined as a qualitative model of inquiry in which all individuals involved in a specificsituation take an active role in the process of the research study. Therefore, participants wereinvited to design their own instruments and gather data on students’ perceptions of the learningmodule and identify the level of achievement of the selected learning objective. Here wedescribe: (a) what are the advantages and limitations of classroom implementations of thelearning modules according to the teachers’ perspective? (b) What are students’ levels ofachievement of the identified CS principle learning objective as evidenced by their performanceon the designed activity? And (c) what are students’ perceptions an engagement with the designactivity?
Vieira, C., & Magana, A. J. (2013, June), Colombian Elementary Students’ Performance and Perceptions of Computing Learning Activities with Scratch Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19315
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