A Critical Review of Literature on "Unplugged" Pedagogies in K-12 Computer Science and Computational Thinking Education

Autor/inn/en	Huang, Wendy; Looi, Chee-Kit
Titel	A Critical Review of Literature on "Unplugged" Pedagogies in K-12 Computer Science and Computational Thinking Education
Quelle	In: Computer Science Education, 31 (2021) 1, S.83-111 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899 3408
DOI	10.1080/08993408.2020.1789411
Schlagwörter	Computer Science Education; Programming; Thinking Skills; Skill Development; Educational Research; Teaching Methods; Access to Education; Access to Computers; Learning Activities; Minority Group Students; Disproportionate Representation; Equal Education; Elementary School Students; Secondary School Students + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Programmierung; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Access; Bildung; Zugang; Bildungszugang; Lernaktivität; Sekundarschüler
Abstract	Background and Context: Computational thinking (CT) is considered as a valuable literacy for all students, and its inclusion in compulsory schooling could increase the numbers of underrepresented students who pursue computing-related careers. Computer Science Unplugged (CSU) had success in making computer science (CS) accessible to K-12 students in outreach settings. Such "unplugged" approaches have the potential to do the same in formal education. Objective: This review considers how research findings on unplugged pedagogies might advance CS/CT education priorities, while highlighting areas of unknown and tension. Method: We conducted a search in academic databases using terms +unplugged "computer science" and +unplugged CT, and related terms. Findings: We synthesized our review with existing ones to inform the priorities of CS-for-all and CT development. We surfaced CSU's limitations to broaden access for underrepresented students and suggested a remedy. We proposed 10 research questions that fill key gaps to support efforts that provide "just" access to quality CS/CT education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01