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An analysis of young students' thinking when completing basic coding tasks using Scratch Jnr. On the iPad
ARTICLE

Journal of Computer Assisted Learning Volume 32, Number 6, ISSN 1365-2729 Publisher: Wiley

Abstract

Recent government moves in many countries have seen coding included in school curricula, or promoted as part of computing, mathematics or science programmes. While these moves have generally been associated with a need to engage more young people in technology study, research has hinted at possible benefits from learning to program including fostering general thinking skills. However, little research has been carried out exploring these ideas. This study analysed data collected while 5- and 6-year-old students in a New Zealand primary school were using Scratch Jnr. to learn about basic shapes, as part of a numeracy topic. Analysis combined Brennan and Resnick's (2012) computational thinking skills framework and Krathwohl's (2002) revision of Bloom's Taxonomy to evaluate any role general thinking skills played in these students' coding work. Results suggest including basic coding in primary curricula provides teachers with an effective means of exercising their students' general and higher order thinking skills. They build on Brennan and Resnick's (2012) framework by including conceptualization as an important element in students' computational work and highlight the role of predictive thinking in debugging code. Findings support historical arguments that more needs to be done to investigate students' cognitive processes when undertaking computational work.

Citation

Falloon, G. (2016). An analysis of young students' thinking when completing basic coding tasks using Scratch Jnr. On the iPad. Journal of Computer Assisted Learning, 32(6), 576-593. Wiley. Retrieved October 18, 2019 from .

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