@inproceedings{daaee9640b5a4fc19ea09b09a6f2b16c,
title = "Using Computational Thinking as a Metacognitive Tool in the Context of Plugged Vs. Unplugged Computational Activities",
abstract = "This paper explored how K-5 teachers incorporated computational thinking (CT) to support young children's development of metacognitive knowledge and abilities. Two 4th-grade mathematics teachers' lesson videos were analyzed to understand how K-5 teachers used CT as a metacognitive tool. One teacher incorporated CT ideas and practices into her teaching without using any computational device (i.e., unplugged), whereas the other used Dash \& Dot robots to engage his students in CT (i.e., plugged). Within those activities, teachers used CT to engage students in a variety of metacognitive strategies, such as attending to critical features of a problem, creating a mental model of a problem, and monitoring solution paths. Our findings provided insight into how K-5 teachers can leverage CT to enhance their students' metacognitive knowledge and abilities.",
author = "Ceren Ocak and Aman Yadav and Victoria Macann",
note = "Publisher Copyright: {\textcopyright} ISLS.; 17th International Conference of the Learning Sciences, ICLS 2023 ; Conference date: 10-06-2023 Through 15-06-2023",
year = "2023",
language = "English",
series = "Proceedings of International Conference of the Learning Sciences, ICLS",
publisher = "International Society of the Learning Sciences (ISLS)",
pages = "545--552",
editor = "Paulo Blikstein and \{Van Aalst\}, Jan and Rita Kizito and Karen Brennan",
booktitle = "ISLS Annual Meeting 2023",
address = "United States",
}