TIPP&SEE: A Learning Strategy to Guide Students through Use - Modify Scratch Activities

Results from an experimental study show statistically-significant performance gains from students using the TIPP&SEE strategy on nearly all assessment questions of moderate and hard difficulty, suggesting its potential as an effective CS/CT learning strategy. With the rise of Computational Thinking (CT) instruction at the elementary level, it is imperative that elementary computing instruction support a variety of learners. A popular pedagogical approach for this age group is Use-->Modify-->Create, which introduces a concept through a more scaffolded, guided instruction before culminating in a more open-ended project for student engagement. Yet, there is little research on student learning during the Use-->Modify step, nor strategies to promote learning in this step. This paper introduces TIPP&SEE, a metacognitive learning strategy that further scaffolds student learning during this step. Results from an experimental study show statistically-significant performance gains from students using the TIPP&SEE strategy on nearly all assessment questions of moderate and hard difficulty, suggesting its potential as an effective CS/CT learning strategy.

Supporting beginner programmers in primary school using TIPP-SEE - Raspberry Pi Foundation

PDF) Modifying Curriculum for Novice Computational Thinking Elementary Teachers and English Language Learners

PDF) Modifying Curriculum for Novice Computational Thinking Elementary Teachers and English Language Learners

Exploring Student Behavior Using the TIPP&SEE Learning Strategy

Exploring the influence of favorite projects on programming skill improvement: analyzing the longitudinal dataset of 5 years of public activity on scratch social media

Supporting beginner programmers in primary school using TIPP-SEE - Raspberry Pi Foundation

Exploring Student Behavior Using the TIPP&SEE Learning Strategy

Supporting beginner programmers in primary school using TIPP-SEE - Raspberry Pi Foundation

Action Fractions: The Design and Pilot of an Integrated Math+CS Elementary Curriculum Based on Learning Trajectories

Investigating the Role of Cognitive Abilities in Computational Thinking for Young Learners