Young Children’s Experience in Unplugged Activities About Computational Thinking: From an Embodied Cognition Perspective-Reference-Cited by-同舟云学术

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Young Children’s Experience in Unplugged Activities About Computational Thinking: From an Embodied Cognition Perspective

Published:2023-03-30 Issue: Volume: Page:
ISSN:1082-3301
Container-title:Early Childhood Education Journal
language:en
Short-container-title:Early Childhood Educ J

Author:

Hu Wanqing,Huang Ruiyan,Li Yanyan

Funder

Beijing Natural Science Foundation

the International Joint Research Project of Faculty of Education of Beijing Normal University

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Education

Link

https://link.springer.com/content/pdf/10.1007/s10643-023-01475-x.pdf

Reference50 articles.

1. Abrahamson, D., & Lindgren, R. (2014). Embodiment and embodied design. https://doi.org/10.1017/CBO9781139519526.022

2. Alibali, M. W., & Nathan, M. J. (2012). Embodiment in mathematics teaching and learning: Evidence from learners’ and teachers’ gestures. Journal of the Learning Sciences, 21(2), 247–286. https://doi.org/10.1080/10508406.2011.611446

3. Angeli, C., & Valanides, N. (2020). Developing young children’s computational thinking with educational robotics: An interaction effect between gender and scaffolding strategy. Computers in Human Behavior, 105, 105954. https://doi.org/10.1016/j.chb.2019.03.018.

4. Asher, J. J. (1977). Learning another language through actions. The complete teacher’s guide book. Sky Oaks Productions.

5. Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community? Acm Inroads, 2(1), 48–54.

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