Children’s knowledge construction of computational thinking in a play-based classroom

Children’s knowledge construction of computational thinking in a play-based classroom

• Leung, Suzannie K. Y. The Chinese University of Hong Kong
• Wu, Joseph The City University of Hong Kong
• Li, Jenny Wanyi The Chinese University of Hong Kong

Early Child Development and Care, 194(2), 208-229, 2023

Taylor & Francis

2023

• F Learning & Teaching
  • FC Critical Thinking, Learning Techniques, Time

Computational Thinking Unplugged Activities Self-directed Learning Early Childhood Education

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

• View Full Text 全文連結

This study investigated the development of computational thinking (CT) in young children within the specific context of Hong Kong. The researchers utilized an unplugged digital arts activity to explore the CT knowledge exhibited by children and document their developmental trajectories. A sample of 23 children aged 3 to 6 years participated in an animation art workshop conducted in a Hong Kong kindergarten. The video data were recorded and analyzed in terms of content. Drawing on a three-dimensional framework combining powerful ideas for teaching coding, the observations and field notes revealed that children’s CT knowledge construction aligned with the CT conceptual framework. Notably, older children demonstrated more advanced competences and more complex cognitive structures in terms of the design process, representation, algorithms, modularity, sequences, connecting, choices of conduct, and utilization of hardware/software. These findings emphasize the importance of designing age-appropriate curricula that foster children’s CT skills through the animation art. Copyright © 2023 Taylor & Francis.

• English

Journal Articles

• 03004430

• 10.1080/03004430.2023.2299405

https://bibliography.lib.eduhk.hk/en/bibs/95fe20f2

2024-04-09