Characteristics and problems of unplugged computer science curriculum for young children

Author:

Bao Ran,Chen Jianyong

Abstract

With the progress of computer science education in recent years, more and more educators have brought attention to computer science education among young children. Among all these strategies, the unplugged form has been shown to be more effective in teaching. However, recent studies have focused more on the impact of unplugged computer science courses on young children and less on whether these courses are appropriate for the developmental stage of young children. Therefore, this research summarized the curriculum characteristics by comparing different series of unplugged courses for young children from four nations. Then, in a 7-day workshop conducted in China's urban areas, we explored the issues that arise in the implementation of these courses. This research reveals that, although the existing courses cater to a young age range, four issues can still be found, including difficulty, ability difference, too much cooperation, and emphasis on abstraction. Some of these issues may be handled by instructors, while others need consideration of the connection between curriculum design and the physical and cognitive development levels of young children. Furthermore, this research explored the acceptance of unplugged computer science among Chinese young children as well as its impact on their computational thinking level, achieving positive results.

Publisher

International Journal for Innovation Education and Research

Subject

General Medicine

Reference50 articles.

1. Agyei, E.E.Y., Laru, J., & Mäkitalo, K. (2019). Designing unplugged activities for learning computational thinking in the context K-2 pupils’ afterschool coding club. In S.C., Andone, D., Biswas, G., Hoppe, H.U., Hsu, T.C., Huang, R.H., Kuo, B.C., Li, K.Y., Looi, C.K., Milrad, M., Sheldon, J., Shih (Ed.), Proceedings of International Conference on Computational Thinking Education 2019 (pp. 366–369).

2. Balanskat, A., & Engelhardt, K. (2015). Computing our future: Computer programming and coding - Priorities, school curricula and initiatives across Europe. Brussels: European Schoolnet.

3. Computer Science Unplugged: A Systematic Literature Review

4. Bebras. (2016). Bebrasuplugged. https://digitalcareers.csiro.au/en/Resources/Bebras-Unplugged

5. Bell, T., Witten, I. H., & Fellows, M. (1998). Computer Science Unplugged…off-line activities and games for all ages (1st ed.). http://csunplugged.org

Cited by 2 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Flipped Classroom Applied to Teaching Artificial Intelligence;International Journal for Innovation Education and Research;2022-09-01

2. Application of a Logit Model for Water well site location in fractured-bedrock aquifers in northeastern Brazil;International Journal for Innovation Education and Research;2022-08-01

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3