What They Learn When They Learn Coding: Investigating Cognitive Domains and Computer Programming Knowledge in Young Children

Autor/inn/en	Strawhacker, Amanda; Bers, Marina Umaschi
Titel	What They Learn When They Learn Coding: Investigating Cognitive Domains and Computer Programming Knowledge in Young Children
Quelle	In: Educational Technology Research and Development, 67 (2019) 3, S.541-575 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-018-9622-x
Schlagwörter	Coding; Programming; Computer Science Education; Kindergarten; Grade 1; Grade 2; Elementary School Students; Intervention; Computer Software; Knowledge Level; Programming Languages; Child Development; Thinking Skills; Student Evaluation; Error Patterns; Mathematical Logic; Verbal Ability; Cognitive Processes; Learning Processes + Suchen Sie Ihr Suchwort? Codierung; Programmierung; Computer science lessons; Informatikunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Wissensbasis; Kindesentwicklung; Denkfähigkeit; Schulnote; Studentische Bewertung; Fehlertyp; Mathematical logics; Mathematische Logik; Mündliche Leistung; Cognitive process; Kognitiver Prozess; Learning process; Lernprozess
Abstract	Computer programming for young children has grown in popularity among both educators and product developers, but still relatively little is known about what skills children are developing when they code. This study investigated N = 57 Kindergarten through second grade children's performance on a programming assessment after engaging in a 6-week curricular intervention. Children used the ScratchJr programming tool to create animated stories, collages, and games. At the end of the learning intervention, children were assessed on their knowledge of the ScratchJr language and underlying reasoning. Specifically, we explored children's errors on the assessment to determine evidence of domain-specific reasoning (e.g. mathematic, verbal, causal). Results show that while all students mastered foundational coding concepts, there were marked differences in performance and comprehension across the three grade levels. Interpretation of results suggests a developmental progression inherent in programming knowledge acquisition. Implications for computer programming education and developmental research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01