Elementary Students’ First Approach to Computational Thinking and Programming
Dados Bibliográficos
| ID | 22048733 |
|---|---|
| Autores | Susanne Kjällander (0000-0002-9333-8910, Stockholm University, autor correspondente), Linda Mannila (0000-0001-6020-2737, Linköping University), Anna Åkerfeldt (0000-0002-5101-7369, Stockholm University), Fredrik Heintz (0000-0002-9595-2471, Linköping University) |
| Ano | 2021 |
| Volume | 11 |
| Fascículo | 2 |
| Páginas | 80 |
| Data de publicação | 2021-02-19 |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Education Sciences (JOURNAL) |
| Identificadores do periódico | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Editora | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci11020080 |
| OpenAlex | W3132654408 |
| Idioma | EN |
| Citações recebidas | 7 |
| Referências citadas | 19 |
Digital competence and programming are actively highlighted areas in education worldwide. They are becoming part of curricula all over the world, including the Swedish elementary school curriculum, Children are expected to develop computational thinking through programming activities, mainly in mathematics—which are supposed to be based on both proven experience and scientific grounds. Both are lacking in the lower grades of elementary school. This article gives unique insight into pupils’ learning during the first programming lessons based on a group of Swedish pupils’ experiences when entering school. The goal of the article is to inform education policy and practice. The large interdisciplinary, longitudinal research project studies approximately 1500 students aged 6–16 and their teachers over three years, using video documentation, questionnaires, and focus group interviews. This article reports on empirical data collected during the first year in one class with 30 pupils aged 6–7 years. The social semiotic, multimodal theoretical framework “Design for Learning” is used to investigate potential signs of learning in pupils’ multimodal representations when they, for example, use block programming in the primary and secondary transformation unit. We show that young pupils have positive attitudes to programming and high self-efficacy, and that pupils’ signs of learning in programming are multimodal and often visible in social interactions
Computational Thinking · Curriculum · Documentation · Focus group · Mathematics education · Pedagogy · Sociology · Computer Science · Innovative Teaching and Learning Methods · Literacy, Media, and Education · Psychology · Teaching and Learning Programming
Problem Solving and Digital Transformation
Understanding Developmental Trajectories of Computational Thinking Concepts in Primary School
Pathways to inclusive early childhood computational thinking education
Effect of different mind mapping approaches on primary school students’ computational thinking skills during visual programming learning
Effectiveness of collaboration in developing computational thinking skills
Developing rural Chinese children’s computational thinking through game-based learning and parental involvement
Assessing implicit computational thinking in game‐based learning
| Citações por ano | 1,75 |
|---|---|
| Intervalo de citações | 2022 - 2025 (4) |
| Altamente citado | Não |