@inproceedings{a0dcf230dcd6442b9111d2d049edb250,
title = "Anchor code: Modularity as evidence for conceptual learning and computational practices of students using a code-first environment",
abstract = "In response to increasing calls to include computational thinking (CT) in K-12 education, some researchers have argued for integrating science learning and CT. In that vein, this paper investigates conceptual learning and computational practices through the use of a code-first modeling environment called Frog Pond in a middle school classroom. The environment was designed to enable learners to explore models of evolutionary shifts through domain-specific agent-based visual programming. It was implemented as a curricular unit in seventh grade science class. We analyzed video and log data of two contrasting student pairs. This paper presents one of our findings: Development of modular core functional code-units or what we call anchor code. Anchor code is a body of code that creates a stable base from which further explorations take place. We argue that anchor code is evidence for conceptual learning and computational practices.",
author = "Aditi Wagh and Sharona Levy and Michael Horn and Yu Guo and Corey Brady and Uri Wilensky",
note = "Publisher Copyright: {\textcopyright} ISLS.; 12th International Conference on Computer Supported Collaborative Learning - Making a Difference: Prioritizing Equity and Access in CSCL, CSCL 2017 ; Conference date: 18-06-2017 Through 22-06-2017",
year = "2017",
language = "American English",
series = "Computer-Supported Collaborative Learning Conference, CSCL",
publisher = "International Society of the Learning Sciences (ISLS)",
pages = "656--659",
editor = "Smith, {Brian K.} and Marcela Borge and Emma Mercier and Lim, {Kyu Yon}",
booktitle = "Making a Difference",
address = "United States",
}