Designing for deeper learning in a blended computer science course for middle school students

By Shuchi Grover, Roy D. Pea, Stephen Cooper. Computer Science Education, 2015

394 citations recorded by the source corpus.

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Comparing Block-Based and Text-Based Programming in High School Computer Science Classrooms (2017, methodology): “Grover et al. (2015) conducted a classroom study with middle school learners, asking students to work through their Foundations of Computational Thinking (FACT) curriculum.”
IEA International Computer and Information Literacy Study 2018 Assessment Framework (2019, neutral): “This approach involves designing “assessment tasks to measure important knowledge and practices by specifying chains of evidence that can be traced from what students do” (Bienkowski et al. 2015, p. 2; see also ICILS ASSESSMENT FRAMEWORK 20186 Grover et al. 2015; Grover 2017).”
Demystifying computational thinking (2017, methodology): “Researchers at Stanford (Grover et al., 2015) designed and implemented a middle school curriculum called Foundations for Ad-vancing Computational Thinking (FACT).”