”CodeInnova”: A Unified Framework for Teaching Programming and Computational Thinking In Primary Schools

2021 ◽  
Author(s):  
Denis Zhidkikh ◽  
Janne Fagerlund ◽  
Marika Peltonen ◽  
Mikko Vesisenaho
Keyword(s):  
Primary Schools ◽  
Computational Thinking ◽  
Unified Framework ◽  
Framework For Teaching

A Pathway into Computational Thinking in Primary Schools

2017 ◽  
pp. 165-175
Author(s):  
Aleksandra Djurdjevic-Pahl ◽  
Claus Pahl ◽  
Ilenia Fronza ◽  
Nabil El Ioini
Keyword(s):  
Primary Schools ◽  
Computational Thinking

Children Perceptions of the Effectiveness of Online Coding as a Supplement to in-person Boot Camps

2020 ◽  
Vol 1 (3) ◽  
Author(s):  
Akinode John Lekan ◽  
Oloruntoba Samson Abiodun
Keyword(s):  
Primary Schools ◽  
Computational Thinking ◽  
Thinking Skills ◽  
P Value ◽  
Significance Level ◽  
Learning And Teaching ◽  
Boot Camps ◽  
Learning Platform ◽  
Significant Difference ◽  
E Learning

The wide spread of Corona virus or Covid-19 pandemic across the world has affected educational system worldwide, resulting to partial closures of schools. In line with the efforts to contain the spread, governments in different countries have issued directives to close schools to curtail the virus. As a result, there is a paradigm shift in the educational sector with the rise of Online/E-Learning and Teaching. The purpose of this study was to examine children perceptions of online coding in a boot camp program in Nigeria during COVID-19 period. The data were collected through interviews and questionnaire from the participants. A sample of fifty students in primary schools (K-8) were randomly selected. The students were examined based on their previous knowledge using the normal classroom teaching and the knowledge acquired using the e-learning platform on Computational thinking via unplugged activities and scratch programming. Sample t-test was used to compare the level of skill/knowledge acquired during online coding class and coding in formal contexts. The result shows that there is no significant difference between the teaching methods because p-value >5% significance level. However, the class activities were hampered by the difficulties in breaking the participants into groups and technical challenges as a result of internet and power failure. It was concluded that both interventions significantly improved students’ computational thinking skills and competency.

Computational Thinking and Multifaceted Skills

2018 ◽  
pp. 78-101 ◽  
Author(s):  
Gary Wong ◽  
Shan Jiang ◽  
Runzhi Kong
Keyword(s):  
Primary Schools ◽  
Computational Thinking ◽  
Complex Problem ◽  
Visual Programming ◽  
Learning Context ◽  
Problem Solving Skills ◽  
Programming Tools ◽  
Child Centered ◽  
Field Notes ◽  
Group Interviews

Computational thinking allows us to solve complex problem in a certain way, which has been taught in traditional computer science program in university. With the advanced digital computing technology, new visual programming tools have been developed to allow children at early age to explore the concept and practices of computational thinking, which could develop their multifaceted skills. In this study, it aims to report an exploratory study of two pioneer primary schools in Hong Kong on introducing computational thinking through coding. This study uses qualitative approach with classroom observations, field notes and group interviews (n = 14). We also develop a child-centered interview protocol to find out the perception of children in learning how to code. The results show that children are generally engaging in computational thinking activities and believe that this learning context can develop their multifaceted skills such as problem solving skills and creativity.

scholarly journals Teaching computational thinking in primary schools: Worldwide trends and teachers’ attitudes

2021 ◽  
pp. 33-33
Author(s):  
Valentina Dagienė ◽  
Tatjana Jevsikova ◽  
Gabrielė Stupurienė ◽  
Anita Juskevicienė
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Computational Thinking ◽  
Early Years ◽  
Learning System ◽  
Policy Makers ◽  
Primary School Teachers ◽  
E Learning ◽  
Teachers Attitudes

Computational thinking (CT) as one of the 21st century skills enters early years education. This paper aims to study the worldwide tendencies of teaching CT through computing in primary education and primary school teachers? understanding of CT. A survey of 52 countries has been performed and complemented by a qualitative study of 15 countries. In order to identify teachers? understanding-level of CT and its integration approach in the class activities, a case study of 110 in-service teachers from 6 countries has been performed. The implications of the research results may be useful for primary school educators, educational initiatives, government authorities, policy makers, e-learning system and content developers dealing with support for teachers aiming to improve their CT professional development qualification.

Computational Thinking and Multifaceted Skills

2021 ◽  
pp. 1470-1493
Author(s):  
Gary Wong ◽  
Shan Jiang ◽  
Runzhi Kong
Keyword(s):  
Primary Schools ◽  
Computational Thinking ◽  
Complex Problem ◽  
Visual Programming ◽  
Learning Context ◽  
Problem Solving Skills ◽  
Programming Tools ◽  
Child Centered ◽  
Field Notes ◽  
Group Interviews

Computational thinking allows us to solve complex problem in a certain way, which has been taught in traditional computer science program in university. With the advanced digital computing technology, new visual programming tools have been developed to allow children at early age to explore the concept and practices of computational thinking, which could develop their multifaceted skills. In this study, it aims to report an exploratory study of two pioneer primary schools in Hong Kong on introducing computational thinking through coding. This study uses qualitative approach with classroom observations, field notes and group interviews (n = 14). We also develop a child-centered interview protocol to find out the perception of children in learning how to code. The results show that children are generally engaging in computational thinking activities and believe that this learning context can develop their multifaceted skills such as problem solving skills and creativity.

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