You are here:

Fostering Computational Thinking and Student Engagement in the Literacy Classroom through Pop-up Makerspaces
PROCEEDING

, , , The University of Central Florida, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The inclusion of makerspaces in K-12 learning environments has been explored as a way to encourage computational thinking skills through experiential and active learning approaches Pop-up Makerspaces provide teachers opportunities to integrate computational thinking skills into their classroom despite these limitations Through a mixed-methods analysis, this study analyzed the effect of Pop-up Makerspaces on student’s perception of computational thinking in a high school literacy class and the student’s perception of engagement in the STEM based activity Participants (n=76) in ninth grade high school English Language classes engaged in four problem-based tasks related to The Odyssey The students’ perception of engagement was evaluated through the administration of The Engagement of Science Learning Activities version 32 (Chung et al, 2016) and a follow-up focus group examined the students’ perception of transfer of learning

Citation

Campbell, L.O., Heller, S. & Goodman, B. (2018). Fostering Computational Thinking and Student Engagement in the Literacy Classroom through Pop-up Makerspaces. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 3750-3754). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 5, 2019 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References