Computational Literacy in Scenario-Based Teaching Practices
Today I contributed with a chapter for a new Danish handbook on Scenario-based Teaching.
The purpose of the chapter is to contribute to the field of scenario-based teaching and computational literacy as an emerging field in primary school. I do this by exemplifying a concrete and tested scenario fragment where the students solve an educational escape puzzle through analysis and manipulations of technologies. The activity forms the starting point for a close investigation of students’ computational problem-solving strategies, as a focal point in computational literacy. The analysis is based on a socio-cultural view seeing tangible artifacts as mediating tools for actions unfolding in the given practice. From here the chapter deals with computational issues and the significance of artifacts as mediators for scenario-based activities that have computer literacy as part of the subject domain. A specific emphasis here is on the opportunities for socio-epistemic negotiations, the tangible artifacts creates. On a more practical level, the article seeks to deliver a well-described example that can inspire practitioners and support pedagogical decisions when designing for computational literacy.
The book is in danish, and can be found here: