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John L. Dart Library
9 a.m. - 5 p.m.
Phone: (843) 722-7550
West Ashley Library
9 a.m. - 5 p.m.
Phone: (843) 766-6635
Folly Beach Library
9 a.m. - 2 p.m.
*open the 2nd and 4th Saturday
*open the 2nd and 4th Saturday
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
Wando Mount Pleasant Library
9 a.m. - 5 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. - 1 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 5 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. - 5 p.m.
Phone: (843) 572-4094
Mt. Pleasant Library
9 a.m. – 5 p.m.
Phone: (843) 849-6161
McClellanville Library
9 a.m. – 1 p.m.
Phone: (843) 887-3699
Keith Summey North Charleston Library
9 a.m. - 5 p.m.
Phone: (843) 744-2489
John's Island Library
9 a.m. - 5 p.m.
Phone: (843) 559-1945
Hurd/St. Andrews Library
9 a.m. - 5 p.m.
Phone: (843) 766-2546
Miss Jane's Building (Edisto Library Temporary Location)
9 a.m. – 1 p.m.
Phone: (843) 869-2355
Dorchester Road Library
9 a.m. - 5 p.m.
Phone: (843) 552-6466
Baxter-Patrick James Island
9 a.m. - 5 p.m.
Phone: (843) 795-6679
Main Library
9 a.m. - 5 p.m.
Phone: (843) 805-6930
Bees Ferry West Ashley Library
9 a.m. - 5 p.m.
Phone: (843) 805-6892
Mobile Library
Closed
Phone: (843) 805-6909
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Cultivating Creativity and Improving Coding Skills in Primary School Students via Domain-General and Domain-Specific Learning Scaffoldings.
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- Author(s): Su, Shih-Wen; Chen, Li-Xian; Yuan, Shyan-Ming; Sun, Chuen-Tsai
- Source:
Education Sciences; Jul2024, Vol. 14 Issue 7, p695, 20p- Subject Terms:
- Source:
- Additional Information
- Abstract: The transformative wave of generative AI is reshaping the creative thinking processes of learners, posing a significant challenge to education and industry in cultivating technological literacy and creativity. This study delves into the exploration of how learners can effectively tackle new challenges by deconstructing fragments from a macro perspective and generating innovative methods or concepts. In the Scratch visual programming environment, learners in the self-regulated learning mode observed entire functioning projects, facilitating easy disassembly and learning, namely by using Code Decomposed by Learner (CDBL). A total of 104 fifth-grade students were divided into two learning scaffoldings: (1) domain-general, learning from the top down (CDBL-TD), and (2) domain-specific, learning from the bottom up (CDBL-BU). Students in the CDBL-TD group exhibited a high degree of completion, strong exploration abilities, and the willingness to experiment with unlearned functions. Although there was no significant difference in originality between the two groups, students in the CDBL-TD group showcased greater uniqueness in designing characters or items within the game. This study introduces a novel programming learning scaffolding, offering instructors a tool to guide students' creativity and enhance their programming capabilities. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Abstract:
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