Analysis of Computational Thinking in Children's Literature for K-6 Students: Literature as a Non-Programming Unplugged Resource

Autor/inn/en	Ballard, Evan David; Haroldson, Rachelle
Titel	Analysis of Computational Thinking in Children's Literature for K-6 Students: Literature as a Non-Programming Unplugged Resource
Quelle	In: Journal of Educational Computing Research, 59 (2022) 8, S.1487-1516 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ballard, Evan David) ORCID (Haroldson, Rachelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331211004048
Schlagwörter	Content Analysis; Computation; Thinking Skills; Childrens Literature; Elementary School Students; Programming; Picture Books; Computer Science Education; Competence + Suchen Sie Ihr Suchwort? Inhaltsanalyse; Denkfähigkeit; 'Children''s literature'; Kinderliteratur; Programmierung; Picture book; Bilderbuch; Computer science lessons; Informatikunterricht; Kompetenz
Abstract	As schools and districts across the United States adopt computer science standards and curriculum for K-12 computer science education, they look to integrate the foundational concepts of computational thinking (CT) into existing core subjects of elementary-age students. Research has shown the effectiveness of teaching CT elements (abstraction, generalization, decomposition, algorithmic thinking, debugging) using non-programming, unplugged approaches. These approaches address common barriers teachers face with lack of knowledge, familiarity, or technology tools. Picture books and graphic novels present an unexplored non-programming, unplugged resource for teachers to integrate computational thinking into their CT or CT-integrated lessons. This analysis examines 27 picture books and graphic novels published between 2015 and 2020 targeted to K-6 students for representation of computational thinking elements. Using the computational thinking curriculum framework for K-6, we identify the grade-level competencies of the CT elements featured in the books compared to the books' target age groups. We compare grade-level competencies to interest level to identify each CT element representation as "foundational," "on-target," or "advanced." We conclude that literature offers teachers a non-programming unplugged resource to expose students to CT and enhance CT and CT-integrated lessons, while also personalizing learning based on CT readiness and interest level. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01