First Year Project analysis plan

First Year Project analysis plan What are the questions I really want to answer?

1. How do student 

Meet with Roy, talk about research question, get resources to focus the interpretive frame. 

Go through each student, compile a 3-year portfolio of work, reflections, and assessments.  Use final experiment as a measure.

Create a database of 

From Pea, Grover, 2012

Han Koh, Basawapatna, Bennett, and Repenning (2010) attempted with some success to assess the thorny issue of transfer to answer questions like “Now that the student can program Space Invaders, can the student program a science simulation?”

Cognitive aspects of children and novices learning computational concepts were studied extensively in the 1980s—issues such as development of thinking skills (Kurland, Pea, Clement, & Mawby, 1986); debugging (Pea, Soloway, & Spohrer, 1987); problems with transfer (Clements & Gullo, 1984; Pea & Kurland, 1984); use of appropriate scaffolds for successful transfer (Klahr & Carver, 1988), to name a few. That body of literature should be brought to bear on 21st-century CT research.