東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Middle School Students Communicating Computational Thinking : = A Systemic Functional Linguistics-Case Study of Bilingual, Collaborative Teaching/Learning of Computer Programming in Python.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Middle School Students Communicating Computational Thinking :/
Reminder of title:	A Systemic Functional Linguistics-Case Study of Bilingual, Collaborative Teaching/Learning of Computer Programming in Python.
Author:	Lecea Yanguas, Jose Antonio.
Description:	1 online resource (490 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-04, Section: B.
Contained By:	Dissertations Abstracts International84-04B.
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29065521click for full text (PQDT)
ISBN:	9798351428574

Middle School Students Communicating Computational Thinking : = A Systemic Functional Linguistics-Case Study of Bilingual, Collaborative Teaching/Learning of Computer Programming in Python.
Lecea Yanguas, Jose Antonio.

Middle School Students Communicating Computational Thinking :A Systemic Functional Linguistics-Case Study of Bilingual, Collaborative Teaching/Learning of Computer Programming in Python. - 1 online resource (490 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: B.

Thesis (Ph.D.)--The University of New Mexico, 2022.

Includes bibliographical references

This dissertation presents the first Systemic Functional Linguistics-based analysis of the teaching/learning of computational thinking through computer programming and comprehensive analysis of discourse of a whole computer programming course at any educational level. The current educational research raises questions about the nature of authentic computational thinking teaching/learning environments and how they happen moment-to-moment. In one such environment, I examined the discourse of a facilitator, three students, and their Language Arts teacher in an introductory middle school after-school course (approximately 30 hours) in spring 2017 as students created a video in Python. Methodologically, I show how a Systemic Functional Linguistics-based analytical framework can operationalize the dimensions of an authentic bilingual (English-Spanish) computer programming environment, student positioning and indicators of computational thinking learning. I identify the following dimensions: complexity (abstraction included), pragmatism, procedurality, dependency, and flexibility. The facilitator positioned the students as capable computational thinkers and computer programmers whose prior world experience and linguistic identity mattered. She also positioned them to collaboratively model their prototypes with grade-level mathematics; create the algorithm; communicate algorithm thinking and computational thinking. I identify relevant teaching strategies; indicators of student learning were found. Strategies include (1) drawing on the students' languages and cultural resources, (2) capitalizing on student-known mathematical concepts, (3) using a soft focus on concepts, (4) adopting a motivational, pragmatic, mathematics-based heuristic procedure.My findings illuminate the nature of authentic computational thinking environments and suggest teaching practices that prioritize student creation and communication of meaningful, simple algorithms and programs over complex conceptual explanations.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798351428574Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

BilingualIndex Terms--Genre/Form:

542853
Electronic books.

Middle School Students Communicating Computational Thinking : = A Systemic Functional Linguistics-Case Study of Bilingual, Collaborative Teaching/Learning of Computer Programming in Python.
LDR:03536nmm a2200397K 4500 001 2357542
005 20230725053508.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798351428574
035 $a (MiAaPQ)AAI29065521
035 $a AAI29065521
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Lecea Yanguas, Jose Antonio. $3 3698074
245 1 0 $a Middle School Students Communicating Computational Thinking : $b A Systemic Functional Linguistics-Case Study of Bilingual, Collaborative Teaching/Learning of Computer Programming in Python.
264 0 $c 2022
300 $a 1 online resource (490 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-04, Section: B.
500 $a Advisor: Blum-Martinez, Rebecca.
502 $a Thesis (Ph.D.)--The University of New Mexico, 2022.
504 $a Includes bibliographical references
520 $a This dissertation presents the first Systemic Functional Linguistics-based analysis of the teaching/learning of computational thinking through computer programming and comprehensive analysis of discourse of a whole computer programming course at any educational level. The current educational research raises questions about the nature of authentic computational thinking teaching/learning environments and how they happen moment-to-moment. In one such environment, I examined the discourse of a facilitator, three students, and their Language Arts teacher in an introductory middle school after-school course (approximately 30 hours) in spring 2017 as students created a video in Python. Methodologically, I show how a Systemic Functional Linguistics-based analytical framework can operationalize the dimensions of an authentic bilingual (English-Spanish) computer programming environment, student positioning and indicators of computational thinking learning. I identify the following dimensions: complexity (abstraction included), pragmatism, procedurality, dependency, and flexibility. The facilitator positioned the students as capable computational thinkers and computer programmers whose prior world experience and linguistic identity mattered. She also positioned them to collaboratively model their prototypes with grade-level mathematics; create the algorithm; communicate algorithm thinking and computational thinking. I identify relevant teaching strategies; indicators of student learning were found. Strategies include (1) drawing on the students' languages and cultural resources, (2) capitalizing on student-known mathematical concepts, (3) using a soft focus on concepts, (4) adopting a motivational, pragmatic, mathematics-based heuristic procedure.My findings illuminate the nature of authentic computational thinking environments and suggest teaching practices that prioritize student creation and communication of meaningful, simple algorithms and programs over complex conceptual explanations.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Bilingual education. $3 2122778
650 4 $a Computer science. $3 523869
650 4 $a Linguistics. $3 524476
653 $a Bilingual
653 $a Computational thinking
653 $a Computer programming
653 $a Discourse analysis
653 $a Systemic Functional Linguistics.
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0282
690 $a 0984
690 $a 0290
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a The University of New Mexico. $b Language, Literacy and Sociocultural Studies. $3 1673404
773 0 $t Dissertations Abstracts International $g 84-04B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29065521 $z click for full text (PQDT)