Tension | Clara & Gabriella | Faith & Taylor | Self-efficacy connection |
---|---|---|---|
1. engagement via fun and camaraderie vs. disaffection per anxiety and stress | • Laughing about minor mistakes • Focus on aesthetics • Checking partner’s work • Helping paired-group | • Playing with materials, talking about socializing • Providing emotional support • Concerns about grade-anxiety and test-stress | emotive (for expectational change) |
2. practices as sequential vs. simultaneous | • Began with one set of canonical practices per day • Ended with “different mixes”, operationalized as “10 min [at a time]” | • Connected engineering with science, but not computing • Worked in parallel (e.g., one completing a science worksheet, other writing code) | generality (for expectational change) |
3. prior experience with coding vs. present application | • Previous computational experience in grade six class and after-school club • Minimal use of TA, who nonetheless used Socratic questioning amidst errors • Rapidity of coding, at expense of consistency with science | • Previous computational experience in grade six class only • Frequent use of TA, often in a confirmatory manner • Quickness to claim broken items, rather than engage in troubleshooting | social (for personal change) |
4. disciplinary pre-conceptions vs. expansion | • from technology-only (“computers”), to biology (“plants”) and engineering • from a computer-science orientation towards apps, to a more interdisciplinary orientation | • previously had “never really thought they [scientists] used much of it [coding]” • from math, technology, and physics to earth & space science (“meteorologists”), biology, and chemistry | social (for personal change) |