"A Student’s Access to Practice-Linked Resources in an Elementary Unplu" by Umar Shehzad, Jody Clarke-Midura et al.
 

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

Creative Commons Attribution 4.0 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.

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You may view this article at: https://repository.isls.org//handle/1/8831

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A Student’s Access to Practice _SubmissionForm-1.pdf (145 kB)
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