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

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...

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Vydané v:	Journal of computer assisted learning Ročník 32; číslo 6; s. 576 - 593
Hlavný autor:	Falloon, G.
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Oxford Blackwell Publishing Ltd 01.12.2016 Wiley-Blackwell Wiley Subscription Services, Inc
Predmet:	BASIC (programming language) Coding Cognitive Ability Cognitive Processes collaborative competencies Computation computational Computer Assisted Instruction Core curriculum Critical thinking Data Collection Educational technology Elementary School Curriculum Elementary School Students Foreign Countries Geometric Concepts Interactive learning Learning New Zealand Self Management Skills Students Tasks Teachers Teaching Methods Teaching Skills thinking Thinking Skills New Zealand
ISSN:	0266-4909, 1365-2729
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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. Lay description What is already known about the topic: Computational learning is an emerging area of school curricula; Limited research exists exploring thinking processes within computational learning; Early studies challenge more recent claims of thinking skill transfer from computational work. What this paper adds: Computational work supports a range of general and higher order thinking skills; Task design and teacher skills are critical to achieving higher order thinking outcomes from computational work; Computational work in teams can support collaborative, cooperative and self‐management key competencies. Implications for practice and/or policy: Findings broaden the base of empirical support for including computational work in school curricula; Coding provides an engaging means of exercising complex thinking skills and key competencies in students; The data methods used provide teachers with visible evidence of students' thinking processes during computational work.
AbstractList	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. Lay description What is already known about the topic: Computational learning is an emerging area of school curricula; Limited research exists exploring thinking processes within computational learning; Early studies challenge more recent claims of thinking skill transfer from computational work. What this paper adds: Computational work supports a range of general and higher order thinking skills; Task design and teacher skills are critical to achieving higher order thinking outcomes from computational work; Computational work in teams can support collaborative, cooperative and self-management key competencies. Implications for practice and/or policy: Findings broaden the base of empirical support for including computational work in school curricula; Coding provides an engaging means of exercising complex thinking skills and key competencies in students; The data methods used provide teachers with visible evidence of students' thinking processes during computational work. 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. 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. Lay description What is already known about the topic: Computational learning is an emerging area of school curricula; Limited research exists exploring thinking processes within computational learning; Early studies challenge more recent claims of thinking skill transfer from computational work. What this paper adds: Computational work supports a range of general and higher order thinking skills; Task design and teacher skills are critical to achieving higher order thinking outcomes from computational work; Computational work in teams can support collaborative, cooperative and self‐management key competencies. Implications for practice and/or policy: Findings broaden the base of empirical support for including computational work in school curricula; Coding provides an engaging means of exercising complex thinking skills and key competencies in students; The data methods used provide teachers with visible evidence of students' thinking processes during computational work.
Audience	Elementary Education
Author	Falloon, G.
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Cites_doi	10.1207/s15430421tip4104_2 10.1016/j.compedu.2015.01.010 10.1016/j.chb.2014.09.012 10.1080/00405849309543588 10.1007/978-94-007-2324-5_1 10.1145/1929887.1929905 10.1016/0732-118X(84)90018-7 10.1145/6138.6142 10.1145/2493394.2493403 10.1016/j.compedu.2013.06.006 10.1016/j.compedu.2014.04.008 10.1111/jcal.12044 10.2307/2529310
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References_xml	– reference: Falloon, G.W., & Khoo, E. (2014). Exploring young students' talk in iPad-supported collaborative learning environments. Computers & Education, 77, 13-28. – reference: Falloon, G.W. (2013b). Creating content: Building literacy skills in year 1 students using open format apps. Computers in New Zealand Schools: Learning, Teaching, Technology, 25, 77-95. – reference: Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174. – reference: Mayer, R. E., Dyck, J., & Vilberg, W. (1986). Learning to programme and learning to think: What's the connection? Communications of the ACM, 29, 605-610. – reference: Bloom, B., Engelhart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. New York: David McKay. – reference: Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. 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Snippet	Recent government moves in many countries have seen coding included in school curricula, or promoted as part of computing, mathematics or science programmes....
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SubjectTerms	BASIC (programming language) Coding Cognitive Ability Cognitive Processes collaborative competencies Computation computational Computer Assisted Instruction Core curriculum Critical thinking Data Collection Educational technology Elementary School Curriculum Elementary School Students Foreign Countries Geometric Concepts Interactive learning Learning New Zealand Self Management Skills Students Tasks Teachers Teaching Methods Teaching Skills thinking Thinking Skills
Title	An analysis of young students' thinking when completing basic coding tasks using Scratch Jnr. On the iPad
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