Wednesday, April 8
1:45 PM-2:45 PM
EDT
Iberville

Improve student engagement in inquiry learning activities through block-based program (Scratch)

Cancel ID: 56173
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    Kyungbin Kwon
    Indiana University
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    Anne Leftwich
    Indiana University
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    Thomas Brush
    Indiana University

Abstract: The workshop aims to introduce instructional strategies that integrate the block-based program, Scratch, into inquiry learning that targets science or social study at an elementary level. This approach will improve student engagement in inquiry learning activities and inspire positive attitudes towards computer science. Participants will explore the benefits of inquiry learning and design lesson plans to facilitate student inquiry processes. The instructor will demonstrate how the inquiry can be facilitated by utilizing computational thinking (CT) skills. The basic CT concepts (e.g., loops, conditional, data, sequences, functions) will be explained and practiced through Scratch lessons. After mastering the essential functions of Scratch, participants will develop Scratch projects that illustrate the results of the inquiry. By simulating the learning processes of inquiry learning utilizing CT, the workshop will provide participants with an authentic learning opportunity. The workshop will be beneficial to those who 1) are interested in Scratch but do not have a chance to learn it; 2) want to design inquiry learning that employs CT practices; and 3) are interested in CT education in elementary schools.

Objectives

The workshop will introduce instructional strategies that improve student engagement in inquiry learning by integrating a block-based program, Scratch. The participants will be able to: - Explain educational benefits of inquiry-based learning - Design inquiry learning activities according to the topic of the lessons - Develop Scratch projects that demonstrate basic computational thinking concepts - Integrate Scratch lesson plans into inquiry-based learning activities - Develop Scratch projects that demonstrate computational thinking practices by representing inquiry results

Topical Outline

Session 1: Introduction to Inquiry-Based Learning • What is Inquiry-Based Learning? Overview of inquiry-based Learning in elementary science and social study class. • Benefits of Inquiry-Based Learning: Promote a deeper understanding of content, facilitate student-directed learning, motivate students’ curiosity, and support collaborative learning • Lesson designs of Inquiry-Based Learning: How to structure learning activities, how to support student inquiry process, sample designs for inquiry learning Session 2: Introduction to Scratch • Interface of Scratch • Basic computational thinking concepts: Understand the concepts by developing simple Scratch projects. Create Scratch projects demonstrating: - Sequences and Loops (develop sets of instructions carried out in order or repeatedly) - Conditionals (making decisions based on conditions) - Data (update scores once an event occurs) - Function (use myBlock to develop a set of instructions that can be reused) • Sharing and remixing Scratch projects Session 3: Developing Scratch projects • Demonstration of sample Scratch projects • Design a plan for a Scratch project that represent inquiry results • Develop the Scratch project based on the plan • Practice debugging process • Sharing Scratch projects and reflection

Prerequisites

General educational background required but no prior knowledge about Scratch.

Experience Level

Beginner

Qualifications

Kyungbin Kwon is an Assistant Professor in Instructional Systems Technology, within the School of Education at Indiana University. He has expertise in computer science education and instructional design. He designed and developed instructional materials of afterschool coding club for a Middle School. He developed a Scratch evaluation framework that can be adopted by teachers who want to evaluate the mastery of CT among students. Anne Leftwich is an Associate Professor in Instructional Systems Technology, within the School of Education and an Adjunct Associate Professor in Computer Science at Indiana University. She has expertise in teacher professional development, instructional design, and computer science education. She led several professional development for teachers regarding CS education in K-12. Thomas Brush is a Professor of Instructional Systems Technology and Barbara B. Jacobs Chair in Education and Technology at Indiana University. His research interests focus on the design of problem-based learning curricula to support students’ deep learning of content, and methods to facilitate teachers in the implementation of PBL curricula. He has expertise in problem-based learning, teacher professional development, and instructional design. He led several workshops introducing inquiry-based learning to teachers and researchers in international conferences.

Presider: Jennifer Kreps Frisch, University of Minnesota Duluth

Topics

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