Teacher Scaffolding in Collaborative Programming Classrooms

• In Event: Computer Science Education

Abstract

This study was part of a four-year project for elementary teachers’ learning of teaching collaborative programming through argumentation. The major inquiry was on in what ways participating teachers scaffolded their students to learn programming collaboratively through argumentation. Classroom video recordings and student interest surveys were analyzed. Data from the two focused classrooms exhibited contrasting cases with regard to the use of argumentation and teacher scaffolding as well as student interests. Findings are discussed in terms of teacher use of scaffolding for argumentation in collaborative programming classrooms.

Authors

• ChanMin Kim, Pennsylvania State University
  Presenting Author

• Tugba Boz, Purdue University
  Presenting Author

• Cory Gleasman, Tennessee Tech University
  Presenting Author

• Hyejin Park, Drake University
  Non-Presenting Author

• Tim Foutz, University of Georgia
  Non-Presenting Author