The Search for Computer Science Concepts in Coding Animated Narratives: Tensions and Opportunities
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| Title: | The Search for Computer Science Concepts in Coding Animated Narratives: Tensions and Opportunities |
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| Language: | English |
| Authors: | Woo, Karen (ORCID |
| Source: | Journal of Educational Computing Research. 2023 61(7):1335-1358. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 5 Intermediate Grades Grade 6 Grade 7 |
| Descriptors: | Coding, Computer Science, Animation, Student Projects, Public Schools, Foreign Countries, Middle School Students, Grade 5, Grade 6, Grade 7, Interdisciplinary Approach |
| Geographic Terms: | Australia |
| DOI: | 10.1177/07356331231174929 |
| ISSN: | 0735-6331 1541-4140 |
| Abstract: | Coding is increasingly popular in schools around the world and is often taught by non-specialist teachers as an integrated task with other subject areas. In this article, we explore the relationship between computer science (CS) concepts and students' multimodal expression in a coding animated narrative (CAN) task in the context of an integrated English-Technology unit of learning. Through this collective case study, we explore how CS concepts underpin semiotic elements of an animated narrative, analyse the factors that influence the extent to which students exercise those concepts, and reveal the tensions and opportunities that a CAN task may present for learning computer science concepts in regular, non-specialist, cross-curricular classrooms. The findings suggest that CAN tasks are unique in presenting opportunities for students to learn challenging CS concepts such as synchronisation and parallelism. At the same time, CAN tasks present tensions for teaching CS concepts in non-specialist classrooms, where student projects are often judged on their visual qualities. In such settings, procedural, rather than conceptual knowledge, may be a more efficient route to creative outcomes. It also means that drawing skills need to be prioritised. Role specialisation often led to better quality projects but at the expense of individual students' conceptual development in computer science. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1397694 |
| Database: | ERIC |
| Abstract: | Coding is increasingly popular in schools around the world and is often taught by non-specialist teachers as an integrated task with other subject areas. In this article, we explore the relationship between computer science (CS) concepts and students' multimodal expression in a coding animated narrative (CAN) task in the context of an integrated English-Technology unit of learning. Through this collective case study, we explore how CS concepts underpin semiotic elements of an animated narrative, analyse the factors that influence the extent to which students exercise those concepts, and reveal the tensions and opportunities that a CAN task may present for learning computer science concepts in regular, non-specialist, cross-curricular classrooms. The findings suggest that CAN tasks are unique in presenting opportunities for students to learn challenging CS concepts such as synchronisation and parallelism. At the same time, CAN tasks present tensions for teaching CS concepts in non-specialist classrooms, where student projects are often judged on their visual qualities. In such settings, procedural, rather than conceptual knowledge, may be a more efficient route to creative outcomes. It also means that drawing skills need to be prioritised. Role specialisation often led to better quality projects but at the expense of individual students' conceptual development in computer science. |
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| ISSN: | 0735-6331 1541-4140 |
| DOI: | 10.1177/07356331231174929 |
