Promoting Equity Through Collaboration: Exploring Youth Social Interactions During Making Activities

• In Event: Making, Playing, Learning: Theoretical and Empirical Perspectives

Abstract

We present research assessing elementary and middle school students’ social interactions while working in making activities designed to promote computational thinking. Co-ACT (Collaborative Problem-Solving Assessment during Computational Thinking), an observational assessment tool based on a validated rubric developed in prior research, is used to assess students’ collaborative problem solving at the individual level. It includes five broad dimensions of collaboration with associated attributes for each dimension. This study focuses on the social dimensions of peer interactions and positive communication to assess students working in groups solving problems posed by their teacher. We also interviewed students to garner their perspectives about their collaboration. Our findings may direct instruction in learning environments and provide more equitable opportunities for all students to participate.

Authors

• Danielle Christine Herro, Clemson University

• Cassie Fay Quigley, University of Pittsburgh

• Holly Maribeth Plank, University of Pittsburgh

• Dara Abimbade, Clemson University