Pedagogical Practices That Facilitate the Development of Computational Thinking Skills and Dispositions in Makerspaces

• In Event: Cognitive and Motivational Processes in Project-Based Learning Environments

Abstract

Focusing on computational thinking (CT) as the process to integrate computer science across subjects, and making as the activity to engage in this process, is a promising way to introduce students to computing. However, there is little guidance on what practices instructors should employ in maker activities to support CT skill/disposition development. This case study takes place in a makerspace program, using the cognitive apprenticeship conceptual framework as analytical framing to answer the question: Within makerspace activities what evidence exists regarding promising practices that support youth development of CT skills and dispositions? Findings inform our understanding of practices instructors can utilize in making activities to assist students in advancing their CT skills/dispositions: tinkering, embodiment, walkthroughs, drawing, and debugging.

Author

• Roxana Hadad, University of California - Los Angeles
  Presenting Author