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Computing and Gestures in High School Biology Education

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This video- study explore d the types of gesture s used by students as they engage in learning activities of computational thinking and modeling in Biology. Participants w ere twenty- eight students (twenty female, eight male) randomly sampled from five different High School Biology classes. Students were given the educational task of modeling protein synthesis in NetLogo. The design was a concurrent mixed- methods study. The study was situated in a constructivist and embodied cognitive perspective. The objective of the study was to develop a taxonomy table of gestures versus elements of computational thinking. Results showed a significant difference in the distribution of gestures across five concepts of computational thinking. Students use d gestures adaptively in order to learn concepts of computational thinking. The findings indicate that students benefit from participating in a learning community where gesturing is seen as an important means of engaging with computing. The taxonomy is a first step towards link ing computational thinking concepts with gestures as a means of better understanding student’s engagement with computing.
Original languageEnglish
Title of host publicationITiCSE '21: Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 1
Number of pages7
Place of publicationNew York
PublisherAssociation for Computing Machinery
Publication yearJun 2021
Article number3456307
ISBN (electronic)9781450382144
Publication statusPublished - Jun 2021
Event26th annual conference on Innovation and Technology in Computer Science Education - Virtuel, Paderborn, Germany
Duration: 26 Jun 20211 Jul 2021


Conference26th annual conference on Innovation and Technology in Computer Science Education

    Research areas

  • Computing education, Computational Thinking, Embodied Cognition, Gestures, mixed-methods design, non-verbal communication, #CCTD

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