TIPP&SEE: A Learning Strategy to Guide Students through Use - Modify Scratch Activities

Results from an experimental study show statistically-significant performance gains from students using the TIPP&SEE strategy on nearly all assessment questions of moderate and hard difficulty, suggesting its potential as an effective CS/CT learning strategy. With the rise of Computational Thinking (CT) instruction at the elementary level, it is imperative that elementary computing instruction support a variety of learners. A popular pedagogical approach for this age group is Use-->Modify-->Create, which introduces a concept through a more scaffolded, guided instruction before culminating in a more open-ended project for student engagement. Yet, there is little research on student learning during the Use-->Modify step, nor strategies to promote learning in this step. This paper introduces TIPP&SEE, a metacognitive learning strategy that further scaffolds student learning during this step. Results from an experimental study show statistically-significant performance gains from students using the TIPP&SEE strategy on nearly all assessment questions of moderate and hard difficulty, suggesting its potential as an effective CS/CT learning strategy.

Exploring Student Behavior Using the TIPP&SEE Learning Strategy

Prof. Franklin

K-12 CS Teacher Takeaways from SIGCSE 2020 - Part 2: Instructional Strategies - Computer Science Teachers Association

Exploring the influence of favorite projects on programming skill improvement: analyzing the longitudinal dataset of 5 years of public activity on scratch social media

Investigating the Role of Cognitive Abilities in Computational Thinking for Young Learners

Miss-Bit @ UVA

Papers CanonLab

Supporting beginner programmers in primary school using TIPP-SEE - Raspberry Pi Foundation

Why TIPP&SEE Works: CANON Lab Research Wins Best Paper at CS Education Conference – Department of Computer Science