Discourse Practices in Computer Science Education

被引：1
|
作者：
Kao, Yvonne [1 ]
McKinney, David [1 ]
Berg, Sam [2 ]
Tuohy, Brenda [2 ]
Ortega, Courtney [2 ]
机构：
[1] WestEd, San Francisco, CA 94107 USA
[2] Oakland Unified Sch Dist, Oakland, CA USA
来源：
PROCEEDINGS OF THE 55TH ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION, SIGCSE 2024, VOL. 1 | 2024年
基金：
美国国家科学基金会;
关键词：
computer science education; discourse; academic language;
D O I：
10.1145/3626252.3630830
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Rich classroom discussion, or discourse, has long been a recommended pedagogical practice in K-12 math and science education. Research shows that discourse is beneficial for all learners, but especially for English learners and minoritized students in STEM. Discourse helps develop students' agency, academic language, and conceptual understanding. Some K-12 computer science (CS) curricula incorporate student discourse, but we believe it is under-used. In this paper, we review how discourse helps students learn, discuss the use of discourse in CS and math education, share ideas for promoting discourse in CS classrooms, and call on curriculum developers, teacher professional learning providers, and researchers to support the increased use of discourse in K-12 CS education.
引用
收藏
页码：632 / 638
页数：7
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