Document Type
Article
Journal/Book Title/Conference
Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022
Publisher
International Society of the Learning Sciences
Publication Date
2022
Journal Article Version
Version of Record
First Page
496
Last Page
503
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Abstract
This paper presents a case study of a student’s participation in an expansively-framed unplugged computer science (CS) instructional unit that leverages activities and materials not typically associated with CS: playing an “unplugged” tabletop board game and designing a paper prototype of a new game level. We use the practice-linked identity framework as a lens to characterize resources available in our instructional design and how they afforded or hindered the student’s participation across the instructional activities. Our findings highlight the importance of relational resources in influencing participation, both positively and negatively, and provide implications for the design of future CS learning environments.
Recommended Citation
Shehzad, U., Clarke-Midura, J., Lee, V. R., & Recker, M. (2022). A student’s access to practice-linked resources in an elementary unplugged-to-plugged computer science unit. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 496-503). International Society of the Learning Sciences.
Comments
You may view this article at: https://repository.isls.org//handle/1/8831