Teachers' Use of Argumentation in Teaching Coding: An Activity Theory Perspective

• In Event: Engaging the Educator: Technology and Cognition Research Developed for and Led by Teachers

Abstract

We examined how elementary school teachers implemented argumentation in their teaching of coding. We analyzed classroom recordings and interview data from two K-5 teachers employed in a rural district. We approached argumentation as an evolving concept rather than as a stable entity. Using activity theory as our theoretical and analytical framework, we report how teachers approached argumentation in teaching coding. We also discuss the practices that mediated or conflicted with teachers’ use of argumentation in teaching coding. The findings shed light on the complex nature of the use of argumentation in teaching coding and the approaches that teachers develop in realizing argumentation-integrated coding lessons.

Authors

• Tugba Boz, Purdue University
  Presenting Author

• ChanMin Kim, Pennsylvania State University
  Presenting Author