Learning to teach coding through argumentation

Abstract

For computer science to be for all students, coding needs to be integrated within existing curricula for authentic and interdisciplinary computer science learning. The present study examined the use of transformative pedagogy of teaching coding through argumentation, specifically focusing on how teachers conceptualized teaching coding through argumentation. Fourteen elementary teachers learned coding and argumentation in a semester-long professional learning course. Participating teachers’ coding knowledge, views of coding, and beliefs about using argumentation in teaching coding were examined. A concurrent triangulation mixed methods design was used. Quantitative data included coding exams and surveys and qualitative data included interviews and course artifacts. Study findings include: (a) there were sustained groups with more complete coding knowledge and less complete coding knowledge throughout the semester, (b) coding was often viewed as a means to create another modality for other subject teaching with no difficulty of integration, (c) a few teachers articulated their beliefs about using argumentation in teaching coding with concrete relational connection to coding, and (d) teachers who consistently exhibited more complete coding knowledge conceptualized teaching coding with argumentation in more concrete ways.