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Computational Thinking in Student Reflections: A Thematic Analysis of Video Project Documentation in the Afterschool Makerspace
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, , North Carolina State University, United States

EdMedia + Innovate Learning, in Amsterdam, Netherlands ISBN 978-1-939797-42-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper presents analyzed data from the second year of a three-year grant investigating computational thinking in an after-school makerspace that supports projects in circuitry, programmed robotics, and fabrication. To document evidence of computational thinking, student self-reflections were recorded via the video platform FlipGrid. Coded video reflections reflect specific computational thinking processes, but the wording of reflective prompts may foster certain processes over others. Further, time limitations of video reflections may impact students’ ability to effectively express the computational thinking practices they employ.

Citation

Houchins, J. & Oliver, K. (2019). Computational Thinking in Student Reflections: A Thematic Analysis of Video Project Documentation in the Afterschool Makerspace. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 358-363). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved June 23, 2021 from .