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Ready Coder One: Action Research Exp...

O'Grady-Jones, Mary Kathleen.

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Ready Coder One: Action Research Exploring the Effects of Collaborative Game Design-based Learning on Gifted Fourth Graders' 21st Century Skills and Science Content Knowledge.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Ready Coder One: Action Research Exploring the Effects of Collaborative Game Design-based Learning on Gifted Fourth Graders' 21st Century Skills and Science Content Knowledge./
作者:	O'Grady-Jones, Mary Kathleen.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	226 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
標題:	Educational technology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27744700
ISBN:	9798664706840

Ready Coder One: Action Research Exploring the Effects of Collaborative Game Design-based Learning on Gifted Fourth Graders' 21st Century Skills and Science Content Knowledge.
O'Grady-Jones, Mary Kathleen.

Ready Coder One: Action Research Exploring the Effects of Collaborative Game Design-based Learning on Gifted Fourth Graders' 21st Century Skills and Science Content Knowledge. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 226 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ed.D.)--University of South Carolina, 2020.

This item must not be sold to any third party vendors.

The purpose of this action research was to describe the impact of digital game building on fourth grade gifted and talented (GT) students' growth in problem-solving, creativity, collaboration, and science content knowledge. Traditionally, gifted education has focused on acceleration of content, disconnected enrichment activities, and thinking skills practiced in isolation of real-world problems. Increasingly, there is a call to involve students in real world experiences through projects that explore real issues using technology in ways that could transform the field. The ability to create rather than consume technology has gained attention linking creativity and collaboration to using coding languages. Data collection included pre- and postsurvey on creativity and collaboration, pre- and posttest of science concepts, student design and reflection journals, video recordings, focus group interviews and students' games. The participants came from two classes of GT students (n = 46). Quantitative data analysis showed significant growth from pre- to postsurvey for the Collaboration Survey. Students showed significant growth from pre- to posttest for the science content knowledge. The Creativity Survey showed no significant difference from pre- to postsurvey although it should be noted that student scores were high at the beginning of the study. Qualitative data analysis revealed five themes including overcoming challenges of group work, developing a culture of collaboration, creating narrative and connecting science, problem-solving is Scratch's coding environment, and reflecting on learning. The findings of this study indicate that involving gifted students in game design-based learning in science had a positive impact on student perceptions of their abilities in problem-solving, creativity, and collaboration. Given GT students' reluctance to work in groups, the collaboration scores were particularly relevant. Students took a leading role in learning creating a classroom culture of collaboration. As students encountered coding issues, they sought their own solutions and shared knowledge. Emergence of student expertise led to an environment where students felt comfortable seeking knowledge from each other. This research has implications for the exploration of ways to support gifted students in their growth in creativity, collaboration, and problem-solving within science. It is also important to note that all students need support in 21st century skills.

ISBN: 9798664706840Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Collaboration

Ready Coder One: Action Research Exploring the Effects of Collaborative Game Design-based Learning on Gifted Fourth Graders' 21st Century Skills and Science Content Knowledge.
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