Developing Children's Computational Thinking through Physical Computing Lessons

Autor/inn/en	Min, Sun Hee; Kim, Min Kyeong
Titel	Developing Children's Computational Thinking through Physical Computing Lessons
Quelle	In: International Electronic Journal of Elementary Education, 13 (2020) 2, S.183-198 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Min, Sun Hee) ORCID (Kim, Min Kyeong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Computer Science Education; Computer Software; Grade 6; Elementary School Students; National Curriculum; Teaching Methods; Thinking Skills; Skill Development; Authentic Learning; Foreign Countries; Lesson Plans; Males; Computer Peripherals; Task Analysis; Scores; South Korea + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; School year 06; 6. Schuljahr; Schuljahr 06; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Lesson planning; Unterrichtsplanung; Male; Männliches Geschlecht; Aufgabenanalyse; Korea; Republik
Abstract	In this study, we designed and applied physical computing lessons for elementary 6th-grade students based on the software education guidelines in the Korean 2015 Revised National Curriculum (Ministry of Education, 2015a). The participants of this study were ten 6th-grade students of an elementary school in Gyeonggi-do province in Korea. The physical computing lessons used in this study supported the active interaction of the digital world and the physical world by constructing a physical model using specific media, and controlling it with a program. In order to understand the changes in the students' computational thinking after the class, we analyzed these changes in terms of computational concept, computational practice, and computational perception. Research has shown that physical computing lessons materialize students' computational concepts through computational practices, and improve their computational perspectives through the use of authentic contexts. We expect that the physical computing lessons and analysis tools developed through this study will provide educational implications for future software education. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01