An Exploration of the Role of Visual Programming Tools in the Development of Young Children's Computational Thinking

Autor/inn/en	Rose, Simon P.; Habgood, M. P. Jacob; Jay, Tim
Titel	An Exploration of the Role of Visual Programming Tools in the Development of Young Children's Computational Thinking
Quelle	In: Electronic Journal of e-Learning, 15 (2017) 4, S.297-309 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4403
Schlagwörter	Young Children; Computer Science Education; Programming; Educational Games; Nonverbal Ability; Thinking Skills; Performance; Predictor Variables; Teaching Methods; Educational Technology; Technology Uses in Education; Problem Solving; Hypothesis Testing; Elementary School Students; Foreign Countries; Worksheets; Statistical Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Frühe Kindheit; Computer science lessons; Informatikunterricht; Programmierung; Educational game; Lernspiel; Denkfähigkeit; Achievement; Leistung; Prädiktor; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Problemlösen; Hypothesenprüfung; Hypothesentest; Ausland; Statistische Analyse
Abstract	Programming tools are being used in education to teach computer science to children as young as 5 years old. This research aims to explore young children's approaches to programming in two tools with contrasting programming interfaces, ScratchJr and Lightbot, and considers the impact of programming approaches on developing computational thinking. A study was conducted using two versions of a Lightbot-style game, either using a ScratchJr-like or Lightbot style programming interface. A test of non-verbal reasoning was used to perform a matched assignment of 40, 6 and 7-year-olds to the two conditions. Each child then played their version of the game for 30 minutes. The results showed that both groups had similar overall performance, but as expected, the children using the ScratchJr-like interface performed more program manipulation or 'tinkering'. The most interesting finding was that non-verbal reasoning was a predictor of program manipulation, but only for the ScratchJr-like condition. Children approached the ScratchJr-like program differently depending on prior ability. More research is required to establish how children use programming tools and how these approaches influence computational thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01