A Cross-Sectional Study Investigating Primary School Children's Coding Practices and Computational Thinking Using ScratchJr

Autor/inn/en	Kyza, Eleni A.; Georgiou, Yiannis; Agesilaou, Andria; Souropetsis, Markos
Titel	A Cross-Sectional Study Investigating Primary School Children's Coding Practices and Computational Thinking Using ScratchJr
Quelle	In: Journal of Educational Computing Research, 60 (2022) 1, S.220-257 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kyza, Eleni A.) ORCID (Georgiou, Yiannis) ORCID (Agesilaou, Andria) ORCID (Souropetsis, Markos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331211027387
Schlagwörter	Case Studies; Elementary School Students; Computer Science Education; Coding; Thinking Skills; Intervention; Summer Programs; Clubs; Computer Software; Wastes; Sanitation; Environment; Comparative Analysis; Scaffolding (Teaching Technique); Age Differences; Teaching Methods; Learning Activities; Programming; Foreign Countries; Cyprus + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Computer science lessons; Informatikunterricht; Codierung; Programmierung; Denkfähigkeit; Sommerkurs; Club; Klub; Gargabe; Abfall; Betriebshygiene; Umwelt; Age; Difference; Age difference; Altersunterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Ausland; Zypern
Abstract	There are increasing calls to introduce computational thinking in schools; the arguments in favor call upon research suggesting that even kindergarten children can successfully engage in coding. This contribution presents a cross-sectional study examining the coding practices and computational thinking of fifty-one primary school children using the ScratchJr software; children were organized in two cohorts (Cohort 1: 6-9 years old; Cohort 2: 10-12 years old). Each cohort participated in a six-hour intervention, as part of a four-day summer club. During the intervention children were introduced to ScratchJr and were asked to collaboratively design a digital story about environmental waste management actions, thus adopting a disciplinary perspective to computational thinking. Data analyses examined children's final artifacts, in terms of coding practices and the level of computational thinking demonstrated by each cohort. Furthermore, analysis of selected groups' storyboard interviews was used to shed light on differences between the two cohorts. Results are presented and contrasted across the two age cohorts via a developmental perspective. The findings of this study can be useful in considering the instructional support that is necessary to scaffold the development of primary school children's coding practices and computational thinking. (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