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Supporting Diverse Learners in K-8 Computational Thinking with TIPP&SEE

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Diana FranklinAuthors Info & Claims

SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education

Pages 246 - 252

https://doi.org/10.1145/3408877.3432366

Published: 05 March 2021 Publication History

Abstract

With the growth of Computer Science (CS) and Computational Thinking (CT) instruction in the primary/elementary domain, it is important that such instruction supports diverse learners. Four categories of students -- students in poverty, multi-lingual students, students with disabilities, and students who have below-grade-level proficiency in reading and math, may face academic challenges that can hinder their learning in CS/CT curricula. However, little is known about how to support these students in CS/CT instruction, especially at this young age. TIPP&SEE, a meta-cognitive strategy that scaffolds learning by proceduralizing engagement through example code, may offer some support. A quasi-experimental study revealed that the gaps between students with and without academic challenges narrowed when using the TIPP&SEE strategy, indicating its promise in providing equitable learning opportunities in CS/CT.

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Cited By

Hermansyah AWangid MKusmaryani RMustadi A(2024)Bibliometric analysis: Reading and speed-reading learning in elementary schoolJournal of Language and Cultural Education10.2478/jolace-2024-000112:1(1-15)Online publication date: 21-Nov-2024
https://doi.org/10.2478/jolace-2024-0001
Jacob SGillen BOjeda-Ramirez SBaek CBarrera CFranklin DWarschauer MPearson TStrickland CIsrael M(2024)Intersectional Factors that Influence K-2 Students' Computer Science LearningProceedings of the 2024 on RESPECT Annual Conference10.1145/3653666.3656091(21-29)Online publication date: 16-May-2024
https://dl.acm.org/doi/10.1145/3653666.3656091
Tsan JButler CGonzalez-Maldonado DLiu JThomas CFranklin D(2023)An Analysis of Gallery Walk Peer Feedback on Scratch Projects from Bilingual/Non-Bilingual Fourth Grade StudentsProceedings of the 2023 ACM Conference on International Computing Education Research - Volume 110.1145/3568813.3600137(236-244)Online publication date: 7-Aug-2023
https://dl.acm.org/doi/10.1145/3568813.3600137
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Index Terms

Supporting Diverse Learners in K-8 Computational Thinking with TIPP&SEE
1. Social and professional topics
  1. Professional topics
    1. Computing education

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cover image ACM Conferences

SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education

March 2021

1454 pages

ISBN:9781450380621

DOI:10.1145/3408877

General Chairs:
Mark Sherriff
University of Virginia, USA
,
Laurence D. Merkle
Air Force Institute of Technology, USA
,
Program Chairs:
Pamela Cutter
Kalamazoo College, USA
,
Alvaro Monge
California State University, Long Beach, USA
,
Judithe Sheard
Monash University, Australia

Copyright © 2021 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Published: 05 March 2021

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Cited By

Hermansyah AWangid MKusmaryani RMustadi A(2024)Bibliometric analysis: Reading and speed-reading learning in elementary schoolJournal of Language and Cultural Education10.2478/jolace-2024-000112:1(1-15)Online publication date: 21-Nov-2024
https://doi.org/10.2478/jolace-2024-0001
Jacob SGillen BOjeda-Ramirez SBaek CBarrera CFranklin DWarschauer MPearson TStrickland CIsrael M(2024)Intersectional Factors that Influence K-2 Students' Computer Science LearningProceedings of the 2024 on RESPECT Annual Conference10.1145/3653666.3656091(21-29)Online publication date: 16-May-2024
https://dl.acm.org/doi/10.1145/3653666.3656091
Tsan JButler CGonzalez-Maldonado DLiu JThomas CFranklin D(2023)An Analysis of Gallery Walk Peer Feedback on Scratch Projects from Bilingual/Non-Bilingual Fourth Grade StudentsProceedings of the 2023 ACM Conference on International Computing Education Research - Volume 110.1145/3568813.3600137(236-244)Online publication date: 7-Aug-2023
https://dl.acm.org/doi/10.1145/3568813.3600137
Gonzalez-Maldonado DTsan JEatinger DWeintrop DFranklin D(2022)Comparison of CS Middle-School Instruction during Pre-Pandemic, Early-Pandemic and Mid-Pandemic School YearsProceedings of the 2022 ACM Conference on International Computing Education Research - Volume 110.1145/3501385.3543974(282-293)Online publication date: 3-Aug-2022
https://dl.acm.org/doi/10.1145/3501385.3543974
Loksa DMargulieux LBecker BCraig MDenny PPettit RPrather J(2022)Metacognition and Self-Regulation in Programming Education: Theories and Exemplars of UseACM Transactions on Computing Education10.1145/348705022:4(1-31)Online publication date: 15-Sep-2022
https://dl.acm.org/doi/10.1145/3487050
Salac JThomas CButler CFranklin D(2021)Investigating the Role of Cognitive Abilities in Computational Thinking for Young LearnersProceedings of the 17th ACM Conference on International Computing Education Research10.1145/3446871.3469746(2-17)Online publication date: 16-Aug-2021
https://dl.acm.org/doi/10.1145/3446871.3469746

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