Fostering Computational Thinking and Student Engagement in the Literacy Classroom through Pop-up Makerspaces

ID: 52123 Type: Brief Paper
  1. Laurie O Campbell, Samantha Heller, and Brandi Goodman, The University of Central Florida, United States

Thursday, March 29 11:50 AM-12:10 PM

Presider:
Amelie Labusch, Paderborn University, Germany

The inclusion of makerspaces in K-12 learning environments has been explored as a way to encourage computational thinking skills through experiential and active learning approaches Pop-up Makerspaces provide teachers opportunities to integrate computational thinking skills into their classroom despite these limitations Through a mixed-methods analysis, this study analyzed the effect of Pop-up Makerspaces on student’s perception of computational thinking in a high school literacy class and the student’s perception of engagement in the STEM based activity Participants (n=76) in ninth grade high school English Language classes engaged in four problem-based tasks related to The Odyssey The students’ perception of engagement was evaluated through the administration of The Engagement of Science Learning Activities version 32 (Chung et al, 2016) and a follow-up focus group examined the students’ perception of transfer of learning

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