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Icon for: Timothy Foutz

TIMOTHY FOUTZ

University of Georgia

The Collective Argumentation Learning and Coding

NSF Awards: 1741910

2019 (see original presentation & discussion)

Grades K-6

The Collective Argumentation Learning and Coding (CALC) Project is designing an instructional approach that integrates the teaching of coding and other computer science content with the standard practices used to teach other elementary curriculum content. Collective argumentation is effective in teaching both mathematics and science in ways that are authentic to the disciplines. This project aims to use the principles of collective argumentation to teach coding through appropriate reasoning. Teaching coding in this way has several benefits. First, creating and critiquing arguments to code promotes a more structured approach to coding rather than the trial-and-error approach commonly used by novice programmers. Second, it allows teachers to use methods that are already in use in mathematics and science instruction to teach coding, thus increasing the probability that it is taught in conjunction with mathematics and science as regular parts of classroom instruction rather than relegated to an after-school or enrichment activity for only some students. Third, it has the potential to increase administrative support for coding as it is integrated with mathematics and science, subjects already recognized as essential for student success as evidenced by state testing requirements.

This video will provide insight into how the CALC approach to coding is implemented by our participating teachers and how students engage the CALC approach when learning how to code.

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