Teacher Facilitation of Participatory Pedagogy as Middle Schoolers Design Computer Games About Climate Change

• In Event: 72.049 - Roundtable Session 34
  In Roundtable Session: 72.049-3 - Climate Science Learning Technologies and Assessments

Abstract

Through a theoretical framework emphasizing participatory pedagogies as compelling learning spaces for schools, this paper explores how two teachers supported participatory pedagogies through practices of distributed expertise. The data for this study are taken from Year 1 of a larger design research project on teaching climate systems and computational thinking through the design of computer games. Through a focus on student talk related to student agency, and reports teacher and student reflections on what students learned, it explores differences in programmatic decisions between the two classrooms and considers their implications for supporting a distributed expertise approach in the classroom.

Authors

• Michael Patrick Cassidy, TERC

• Gillian M. Puttick, TERC