دورية أكاديمية
Kindergarten Children's Learning of Computational Thinking with the 'Sorting Like a Computer' Learning Unit
| العنوان: | Kindergarten Children's Learning of Computational Thinking with the 'Sorting Like a Computer' Learning Unit |
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| اللغة: | English |
| المؤلفون: | Bayan Masarwa, Hagit Hel-Or, Sharona T. Levy (ORCID |
| المصدر: | Journal of Research in Childhood Education. 2024 38(2):165-188. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Kindergarten, Computation, Thinking Skills, Educational Games, Learning Activities, Instructional Materials, Classification, Computer Science Education, Teaching Methods |
| DOI: | 10.1080/02568543.2023.2221319 |
| تدمد: | 0256-8543 2150-2641 |
| مستخلص: | Computational thinking (CT) activities are increasingly being integrated into early childhood schools. We focus on studying children's learning using an "unplugged" (non-computational) learning unit that considers a teacher's knowledge and classroom space and affords seamless adaptation into the classroom given the objects used in the unit and activities that are reminiscent of classic class activities and games. The gap in research that we address is the focus on unplugged activities, which are less common. A learning unit with card games was developed, focusing on two fundamental sorting algorithms: Linear Sort and Category Sort. Sixteen kindergarten children participated in the study. Their CT skills were assessed using a pretest-intervention-posttest single group research design. An increase in CT skills was observed from an intermediate to a sophisticated level; the number of attempts to completion decreased and the average number of attributes the children could sort with increased. Two children's interactions with the activities were analyzed in depth and compared. It was found that two concepts related to algorithms had to be learned separately and sequentially: multiple repeating actions and a stopping rule for repeating actions. With advanced challenges that involved multiple attributes and more than one sorting algorithm, children needed significant support. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1418868 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0256-8543 2150-2641 |
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| DOI: | 10.1080/02568543.2023.2221319 |