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Ryan Grover

Bio: Ryan Grover is an academic researcher from University of Colorado Boulder. The author has contributed to research in topics: Computational thinking & Connected Mathematics. The author has an hindex of 3, co-authored 3 publications receiving 171 citations.

Papers
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Journal ArticleDOI
TL;DR: The Scalable Game Design curriculum is developed based on a strategy to integrate CS education into the regular school curriculum and an approach called Computational Thinking Pattern Analysis has been developed to measure and correlate computational thinking skills relevant to game design and simulations.
Abstract: An educated citizenry that participates in and contributes to science technology engineering and mathematics innovation in the 21st century will require broad literacy and skills in computer science (CS). School systems will need to give increased attention to opportunities for students to engage in computational thinking and ways to promote a deeper understanding of how technologies and software are used as design tools. However, K-12 students in the United States are facing a broken pipeline for CS education. In response to this problem, we have developed the Scalable Game Design curriculum based on a strategy to integrate CS education into the regular school curriculum. This strategy includes opportunities for students to design and program games and science technology engineering and mathematics simulations. An approach called Computational Thinking Pattern Analysis has been developed to measure and correlate computational thinking skills relevant to game design and simulations. Results from a study with more than 10,000 students demonstrate rapid adoption of this curriculum by teachers from multiple disciplines, high student motivation, high levels of participation by women, and interest regardless of demographic background.

148 citations

Journal ArticleDOI
TL;DR: The differences between 2D and 3D regarding three concepts connecting computer graphics to computer science education: ownership, spatial thinking, and syntonicity are discussed.
Abstract: Visual programming in 3D sounds much more appealing than programming in 2D, but what are its benefits? Here, University of Colorado Boulder educators discuss the differences between 2D and 3D regarding three concepts connecting computer graphics to computer science education: ownership, spatial thinking, and syntonicity.

41 citations

Journal ArticleDOI
TL;DR: In this paper, the authors present several of the challenges facing postsecondary mathematics education and describe how the undergraduate Learning Assistant (LA) program has been used as a catalyst to engage faculty and students in redesigning opportunities to learn mathematics.
Abstract: This article presents several of the challenges facing postsecondary mathematics education and describes how the undergraduate Learning Assistant (LA) program has been used as a catalyst to engage faculty and students in redesigning opportunities to learn mathematics. Characteristics of the LA program that have been used to transform introductory undergraduate science courses are discussed. We then describe how the LA program was implemented in a mathematics department vis-a-vis the specific contextual features of a mathematics department at the University of Colorado Boulder.

11 citations


Cited by
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Journal ArticleDOI
TL;DR: Examples of CT definitions, interventions, assessments, and models across a variety of disciplines are shown, with a call for more extensive research in this area.

578 citations

15 May 2015
TL;DR: In this article, a universally applicable attitude and skill set for computer science is presented, which is a set of skills and attitudes that everyone would be eager to learn and use, not just computer scientists.
Abstract: It represents a universally applicable attitude and skill set everyone, not just computer scientists, would be eager to learn and use.

430 citations

Journal ArticleDOI
TL;DR: A meta-review of the studies published in academic journals from 2006 to 2017 found that the promotion of CT in education has made great progress in the last decade and the research trends and potential research issues of CT are proposed as a reference for researchers, instructors, and policy makers.
Abstract: Computational Thinking (CT) is seen as an important competence that is required in order to adapt to the future. However, educators, especially K-12 teachers and researchers, have not clearly identified how to teach it. In this study, a meta-review of the studies published in academic journals from 2006 to 2017 was conducted to analyze application courses, adopted learning strategies, participants, teaching tools, programming languages, and course categories of CT education. From the review results, it was found that the promotion of CT in education has made great progress in the last decade. In addition to the increasing number of CT studies in different countries, the subjects, research issues, and teaching tools have also become more diverse in recent years. It was also found that CT has mainly been applied to the activities of program design and computer science, while some studies are related to other subjects. Meanwhile, most of the studies adopted Project-Based Learning, Problem-Based Learning, Cooperative Learning, and Game-based Learning in the CT activities. In other words, such activities as aesthetic experience, design-based learning, and storytelling have been relatively less frequently adopted. Most of the studies focused on programming skills training and mathematical computing, while some adopted a cross-domain teaching mode to enable students to manage and analyze materials of various domains by computing. In addition, since the cognitive ability of students of different ages varies, the CT ability cultivation methods and content criteria should vary accordingly. Moreover, most studies reported the learners' CT performance and perspectives, while their information society ability was seldom trained. Accordingly, the research trends and potential research issues of CT are proposed as a reference for researchers, instructors, and policy makers.

357 citations

Journal ArticleDOI
TL;DR: The authors found that when students answer an in-class conceptual question individually using clickers, discuss it with their neighbors, and then revote on the same question, the percentage of correct answers typically increases.

233 citations