Assister les enseignants du primaire dans l’enseignement de la pensée informatique. Une approche basée sur la scénarisation et vers les teaching analytics
In the perspective of assisting and supporting primary school teachers to teach computational thinking (CT) to their students, we propose a contribution that is the result of a user-centered design approach with 22 preservice teachers and eight experienced primary/elementary school teachers. We have...
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| Autors principals: | , , |
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| Format: | Online |
| Idioma: | francès |
| Publicat: |
Université Paris Cité
2025
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| Matèries: | |
| Accés en línia: | https://directory.doabooks.org/handle/20.500.12854/150609 |
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| Sumari: | In the perspective of assisting and supporting primary school teachers to teach computational thinking (CT) to their students, we propose a contribution that is the result of a user-centered design approach with 22 preservice teachers and eight experienced primary/elementary school teachers. We have defined a model for describing and organizing teaching activities into scenarios. We implemented this model by developing a web-based scenario platform that we named ScenoClasse. We hypothesize that the process of building scenarios would support the majority of teachers who start teaching CT. In this chapter, we present the theoretical framework that highlights and explains the value of scenario-based tools as training aids for novice teachers. We then introduce the conceptual model underpinning the ScenoClasse platform and give an implementation example with the game SPY, a learning game for introducing CT. Additionally, we present preliminary analysis of the interaction data generated by teachers interacting with ScenoClasse, with the aim of identifying various patterns of usage behavior. These analyses are intended, to ultimately provide teachers an adapted feedback when preparing their lessons. |
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