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...
Uloženo v:
| Vydáno v: | Journal of computer assisted learning Ročník 32; číslo 6; s. 576 - 593 |
|---|---|
| Hlavní autor: | |
| Médium: | Journal Article |
| Jazyk: | angličtina |
| Vydáno: |
Oxford
Blackwell Publishing Ltd
01.12.2016
Wiley-Blackwell Wiley Subscription Services, Inc |
| Témata: | |
| ISSN: | 0266-4909, 1365-2729 |
| On-line přístup: | Získat plný text |
| Tagy: |
Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
|
| 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. 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. 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. |
| Author_xml | – sequence: 1 givenname: G. surname: Falloon fullname: Falloon, G. email: falloong@waikato.ac.nz, falloong@waikato.ac.nz organization: The Faculty of Education, University of Waikato, Hamilton, New Zealand |
| BackLink | http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1119384$$DView record in ERIC |
| BookMark | eNp9kUFv1DAQhS1UJLaFC3ckSxxASFnsxHbsY7UqhaiiSBSVm-U4E9a7WWdrOyr773FY6KFC-DKeme-9w7xTdOJHDwi9pGRJ83u_sWZY0pJy_gQtaCV4UdalOkELUgpRMEXUM3Qa44YQUishF8ide2y8GQ7RRTz2-DBO_geOaerAp_gGp7XzW5dH92vw2I67_QBp7lsTnc2Dbm6SiduIpzj_v9pgkl3jxoclvvbZAbD7Yrrn6Glvhggv_tQz9O3Dxc3qY3F1fflpdX5VWCYIL6DtjDKtlaK1XEmrGLeMcgZEUtr2AJ3qiOpVWUJJLfSdNBIE54QZAl3dVmfo7dF3H8a7CWLSOxctDIPxME5RUykYZ4TVdUZfP0I34xTyNWaqElIqKWSmXh0pCM7qfXA7Ew76osn3VpVkef_uuLdhjDFA_8BQoudU9JyK_p1Khskj2Lpkkht9CsYN_5bQo-TeDXD4j7lu8hn_aoqjxsUEPx80Jmy1qKua69vPl3pV34jbRjX6e_ULpX2vwg |
| CitedBy_id | crossref_primary_10_1016_j_caeai_2025_100460 crossref_primary_10_1080_21532974_2019_1646170 crossref_primary_10_3390_computers10050068 crossref_primary_10_1016_j_jss_2021_111107 crossref_primary_10_1007_s10209_021_00821_3 crossref_primary_10_1016_j_edurev_2023_100520 crossref_primary_10_1186_s41239_020_00216_z crossref_primary_10_1111_jcal_12545 crossref_primary_10_1007_s10798_021_09679_1 crossref_primary_10_1007_s40841_020_00190_0 crossref_primary_10_1080_10494820_2018_1534245 crossref_primary_10_1177_21582440211016418 crossref_primary_10_1016_j_compedu_2020_103807 crossref_primary_10_1080_15391523_2023_2221870 crossref_primary_10_1177_0735633120973430 crossref_primary_10_3389_feduc_2022_757627 crossref_primary_10_1016_j_heliyon_2024_e30482 crossref_primary_10_1177_07356331221133560 crossref_primary_10_3389_feduc_2021_657895 crossref_primary_10_1177_07356331221098793 crossref_primary_10_21061_jte_v36i2_a_5 crossref_primary_10_1016_j_learninstruc_2024_102041 crossref_primary_10_1111_jcal_12939 crossref_primary_10_1016_j_compedu_2023_104849 crossref_primary_10_3390_educsci14020201 crossref_primary_10_1007_s11528_018_0292_7 crossref_primary_10_1177_07356331211037757 crossref_primary_10_1007_s10643_019_00976_y crossref_primary_10_1080_15391523_2021_2014372 crossref_primary_10_1177_0735633119872908 crossref_primary_10_1007_s40692_021_00190_z crossref_primary_10_1186_s40594_021_00311_1 crossref_primary_10_1177_07356331231210560 crossref_primary_10_1007_s40751_024_00135_y crossref_primary_10_3389_feduc_2023_1122522 crossref_primary_10_1108_JRIT_08_2021_0055 crossref_primary_10_1016_j_compedu_2018_10_005 crossref_primary_10_3102_00346543241241327 crossref_primary_10_3389_fpsyg_2022_872593 crossref_primary_10_3897_rio_4_e25485 crossref_primary_10_1177_10567879221076077 crossref_primary_10_1016_j_compedu_2025_105454 crossref_primary_10_37669_milliegitim_970167 crossref_primary_10_1177_0022487117732317 crossref_primary_10_1016_j_compedu_2019_103607 crossref_primary_10_1109_TLT_2024_3392896 crossref_primary_10_1007_s11423_022_10174_0 crossref_primary_10_1080_10494820_2021_1928236 crossref_primary_10_1080_15391523_2020_1713263 crossref_primary_10_1007_s10209_019_00690_x crossref_primary_10_1111_jcal_12326 crossref_primary_10_1177_07356331211062260 crossref_primary_10_1080_20004508_2019_1627844 crossref_primary_10_1080_21532974_2022_2074581 crossref_primary_10_1007_s10639_022_11055_y crossref_primary_10_1016_j_ijer_2022_102058 crossref_primary_10_1080_1350293X_2024_2339274 crossref_primary_10_1111_jcal_70007 crossref_primary_10_1007_s10639_018_9708_4 crossref_primary_10_4018_IJEA_2019070101 crossref_primary_10_1007_s10639_024_12448_x crossref_primary_10_1186_s40594_024_00498_z crossref_primary_10_1016_j_compedu_2022_104445 crossref_primary_10_1016_j_tsc_2023_101369 crossref_primary_10_1177_07356331241303067 crossref_primary_10_1080_15391523_2024_2338086 crossref_primary_10_1002_cae_21985 crossref_primary_10_1080_08993408_2024_2403970 crossref_primary_10_1109_TLT_2021_3111108 crossref_primary_10_3390_jintelligence11020036 crossref_primary_10_3390_su151612494 crossref_primary_10_1177_0735633120930673 crossref_primary_10_1016_j_chb_2021_106836 crossref_primary_10_14686_buefad_991448 crossref_primary_10_1007_s11423_023_10328_8 crossref_primary_10_1007_s11423_021_10021_8 crossref_primary_10_1109_RITA_2019_2950130 crossref_primary_10_1177_21582440251359823 crossref_primary_10_1177_07356331241227793 crossref_primary_10_1177_07356331231178948 crossref_primary_10_1007_s10763_021_10227_5 crossref_primary_10_1016_j_compedu_2019_103798 crossref_primary_10_1108_IDD_09_2019_0069 |
| 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 |
| ContentType | Journal Article |
| Copyright | 2016 John Wiley & Sons Ltd |
| Copyright_xml | – notice: 2016 John Wiley & Sons Ltd |
| DBID | BSCLL AAYXX CITATION 7SW BJH BNH BNI BNJ BNO ERI PET REK WWN 7SC 8FD AHOVV JQ2 L7M L~C L~D F28 FR3 |
| DOI | 10.1111/jcal.12155 |
| DatabaseName | Istex CrossRef ERIC ERIC (Ovid) ERIC ERIC ERIC (Legacy Platform) ERIC( SilverPlatter ) ERIC ERIC PlusText (Legacy Platform) Education Resources Information Center (ERIC) ERIC Computer and Information Systems Abstracts Technology Research Database Education Research Index ProQuest Computer Science Collection Advanced Technologies Database with Aerospace Computer and Information Systems Abstracts Academic Computer and Information Systems Abstracts Professional ANTE: Abstracts in New Technology & Engineering Engineering Research Database |
| DatabaseTitle | CrossRef ERIC Computer and Information Systems Abstracts Technology Research Database Computer and Information Systems Abstracts – Academic Advanced Technologies Database with Aerospace ProQuest Computer Science Collection Computer and Information Systems Abstracts Professional Engineering Research Database ANTE: Abstracts in New Technology & Engineering |
| DatabaseTitleList | ERIC Computer and Information Systems Abstracts Technology Research Database |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Education |
| EISSN | 1365-2729 |
| ERIC | EJ1119384 |
| EndPage | 593 |
| ExternalDocumentID | 4241781351 EJ1119384 10_1111_jcal_12155 JCAL12155 ark_67375_WNG_C7T6WJ9J_X |
| Genre | article |
| GeographicLocations | New Zealand |
| GeographicLocations_xml | – name: New Zealand |
| GrantInformation_xml | – fundername: Teaching and Learning Research Initiative (TLRI) |
| GroupedDBID | .3N .DC .GA .GO .Y3 05W 07C 0R~ 10A 1OB 1OC 29K 31~ 33P 3EH 4.4 50Y 50Z 51W 51Y 52M 52O 52Q 52S 52T 52U 52W 53G 5GY 5HH 5LA 5VS 66C 702 7PT 8-0 8-1 8-3 8-4 8-5 8UM 930 A04 AABNI AAESR AAHQN AAHSB AAMMB AAMNL AANHP AAONW AAOUF AASGY AAWTL AAXRX AAYCA AAZKR ABCQN ABCUV ABEML ABIVO ABJNI ABLJU ABPVW ABSOO ACAHQ ACBKW ACBWZ ACCZN ACFBH ACGFO ACGFS ACHQT ACPOU ACRPL ACSCC ACXQS ACYXJ ADBBV ADEMA ADEOM ADIZJ ADKYN ADMGS ADMHG ADMLS ADNMO ADXAS ADZMN AEFGJ AEGXH AEIGN AEIMD AEUYR AEYWJ AFBPY AFEBI AFFPM AFGKR AFKFF AFWVQ AFZJQ AGHNM AGQPQ AGXDD AHBTC AHEFC AIAGR AIDQK AIDYY AIQQE AIURR ALAGY ALMA_UNASSIGNED_HOLDINGS ALUQN ALVPJ AMBMR AMYDB ASPBG ASTYK AVWKF AZBYB AZFZN AZVAB BAFTC BDRZF BFHJK BMXJE BNVMJ BQESF BROTX BRXPI BSCLL BY8 CAG COF CS3 D-C D-D D-I DCZOG DPXWK DR2 DRFUL DRMBU DRSSH DU5 EBS EJD F00 F01 FEDTE FZ0 G-S G.N G50 GODZA HGLYW HVGLF HZI HZ~ IHE IX1 J0M K48 LATKE LC2 LC4 LEEKS LH4 LITHE LOXES LP6 LP7 LUTES LW6 LYRES MEWTI MK4 MRFUL MRSSH MSFUL MSSSH MXFUL MXSSH N04 N06 N9A NF~ O66 O9- OHT OIG P2P P2W P2Y P4C PALCI PQQKQ Q.N Q11 QB0 R.K RIWAO RJQFR ROL RX1 SAMSI SUPJJ TWZ UB1 V8K W8V W99 WBKPD WGMDG WH7 WIH WII WOHZO WQZ WSUWO WXSBR XG1 ZZTAW ~IA ~WP AAYXX CITATION O8X 7SW BJH BNH BNI BNJ BNO ERI PET REK WWN 7SC 8FD AHOVV JQ2 L7M L~C L~D F28 FR3 |
| ID | FETCH-LOGICAL-c4605-ebda9abc86bc598c945c4154e0811bfeed9d09f922e21cefd8a8e65504a0ed7b3 |
| IEDL.DBID | DRFUL |
| ISICitedReferencesCount | 92 |
| ISICitedReferencesURI | http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=000390873100005&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| ISSN | 0266-4909 |
| IngestDate | Thu Oct 02 10:07:19 EDT 2025 Wed Aug 13 04:20:27 EDT 2025 Tue Dec 02 16:42:13 EST 2025 Tue Nov 18 21:13:11 EST 2025 Sat Nov 29 03:12:22 EST 2025 Sun Sep 21 06:25:40 EDT 2025 Sun Sep 21 06:19:03 EDT 2025 |
| IsDoiOpenAccess | false |
| IsOpenAccess | false |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 6 |
| Language | English |
| License | http://onlinelibrary.wiley.com/termsAndConditions#vor |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c4605-ebda9abc86bc598c945c4154e0811bfeed9d09f922e21cefd8a8e65504a0ed7b3 |
| Notes | istex:F5FDCF4622A01391FE9605E75DE617093ABE2E4C Teaching and Learning Research Initiative (TLRI) ark:/67375/WNG-C7T6WJ9J-X ArticleID:JCAL12155 ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 content type line 23 |
| PQID | 1836889868 |
| PQPubID | 37794 |
| PageCount | 18 |
| ParticipantIDs | proquest_miscellaneous_1864540477 proquest_journals_1836889868 eric_primary_EJ1119384 crossref_primary_10_1111_jcal_12155 crossref_citationtrail_10_1111_jcal_12155 wiley_primary_10_1111_jcal_12155_JCAL12155 istex_primary_ark_67375_WNG_C7T6WJ9J_X |
| PublicationCentury | 2000 |
| PublicationDate | December 2016 |
| PublicationDateYYYYMMDD | 2016-12-01 |
| PublicationDate_xml | – month: 12 year: 2016 text: December 2016 |
| PublicationDecade | 2010 |
| PublicationPlace | Oxford |
| PublicationPlace_xml | – name: Oxford |
| PublicationTitle | Journal of computer assisted learning |
| PublicationTitleAlternate | Journal of Computer Assisted Learning |
| PublicationYear | 2016 |
| Publisher | Blackwell Publishing Ltd Wiley-Blackwell Wiley Subscription Services, Inc |
| Publisher_xml | – name: Blackwell Publishing Ltd – name: Wiley-Blackwell – name: Wiley Subscription Services, Inc |
| References | Bolstad, R., Gilbert, J., McDowell, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching-A New Zealand perspective. Ministry of Education: Wellington. Ministry of Education (2007). The New Zealand curriculum. Learning Media Ltd: Wellington. Yadav, A., Mayfield, C., Zhou, N., Hambrusch, S., & Korb, J. (2014). Computational thinking in elementary and secondary teacher education. ACM Transactions on Computing Education, 5, 3-15. Gwet, K. L. (2012). Handbook of inter-rater reliability (3rd ed.). Advanced Analytics: Gaithersburg. 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. 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. Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory Into Practice, 41, 212-225. Papert, S. (1980). Mindstorms: Children, computers and powerful ideas. New York: Basic Books. Falloon, G.W. (2015). What's the difference? Learning collaboratively using iPads in conventional classrooms. Computers & Education, 84, 62-77. Bloom, B., Engelhart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. New York: David McKay. Rychen, D., & Salganik, L. (Eds.) (2003). Key competencies for a successful life and a well-functioning society. Hogrefe & Huber: Gottingen. Lewis, A., & Smith, D. (1993). Defining higher order thinking. Theory Into Practice, 32, 131-137. Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174. Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science community? ACM Inroads, 2(1), 48-54. Falloon, G.W. (2013a). Young students using iPads: App design and content influences on their learning pathways. Computers & Education, 68, 505-521. Pea, R., & Kurland, D. M. (1984b). On the cognitive effects of learning computer programming. New Ideas Psychology, 2, 137-168. Falloon, G.W., & Khoo, E. (2014). Exploring young students' talk in iPad-supported collaborative learning environments. Computers & Education, 77, 13-28. Lye, S., & Koh, J. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behaviour, 41, 51-61. Falloon, G.W. (2014). What's going on behind the screens? Researching young students' learning pathways using iPads. Journal of Computer-Assisted Learning, 30(4), 318-336. 2011; 2 2012 2011 2010 2009 2007 2003 2014; 41 1956 2013b; 25 2014; 5 2013a; 68 2002; 41 2015; 84 1993; 32 1984a 1986; 29 1985 1977; 33 1983 2015 2014 2013 1980 2014; 30 1984b; 2 2014; 77 Bloom B. (e_1_2_10_12_1) 1956 e_1_2_10_23_1 e_1_2_10_24_1 e_1_2_10_21_1 e_1_2_10_20_1 Bolstad R. (e_1_2_10_13_1) 2012 Papert S. (e_1_2_10_31_1) 1980 e_1_2_10_2_1 e_1_2_10_4_1 e_1_2_10_18_1 e_1_2_10_3_1 Falloon G.W. (e_1_2_10_6_1) 2013; 25 e_1_2_10_16_1 e_1_2_10_39_1 e_1_2_10_5_1 e_1_2_10_17_1 Ministry of Education (e_1_2_10_28_1) 2007 Selby C. (e_1_2_10_38_1) 2012 e_1_2_10_8_1 e_1_2_10_14_1 e_1_2_10_37_1 e_1_2_10_7_1 e_1_2_10_15_1 e_1_2_10_34_1 e_1_2_10_10_1 e_1_2_10_33_1 e_1_2_10_11_1 e_1_2_10_32_1 e_1_2_10_30_1 Gouws L. (e_1_2_10_19_1) 2013 Falloon G.W. (e_1_2_10_9_1) Rychen D. (e_1_2_10_36_1) 2003 Pea R. (e_1_2_10_35_1) 1985 Gwet K. L. (e_1_2_10_22_1) 2012 Yadav A. (e_1_2_10_40_1) 2014; 5 e_1_2_10_29_1 e_1_2_10_27_1 e_1_2_10_25_1 e_1_2_10_26_1 |
| 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. Theory Into Practice, 41, 212-225. – reference: Papert, S. (1980). Mindstorms: Children, computers and powerful ideas. New York: Basic Books. – reference: Bolstad, R., Gilbert, J., McDowell, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching-A New Zealand perspective. Ministry of Education: Wellington. – reference: Falloon, G.W. (2013a). Young students using iPads: App design and content influences on their learning pathways. Computers & Education, 68, 505-521. – reference: Lewis, A., & Smith, D. (1993). Defining higher order thinking. Theory Into Practice, 32, 131-137. – reference: Lye, S., & Koh, J. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behaviour, 41, 51-61. – reference: Falloon, G.W. (2014). What's going on behind the screens? Researching young students' learning pathways using iPads. Journal of Computer-Assisted Learning, 30(4), 318-336. – reference: Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science community? ACM Inroads, 2(1), 48-54. – reference: Ministry of Education (2007). The New Zealand curriculum. Learning Media Ltd: Wellington. – reference: Pea, R., & Kurland, D. M. (1984b). On the cognitive effects of learning computer programming. New Ideas Psychology, 2, 137-168. – reference: Yadav, A., Mayfield, C., Zhou, N., Hambrusch, S., & Korb, J. (2014). Computational thinking in elementary and secondary teacher education. ACM Transactions on Computing Education, 5, 3-15. – reference: Falloon, G.W. (2015). What's the difference? Learning collaboratively using iPads in conventional classrooms. Computers & Education, 84, 62-77. – reference: Rychen, D., & Salganik, L. (Eds.) (2003). Key competencies for a successful life and a well-functioning society. Hogrefe & Huber: Gottingen. – reference: Gwet, K. L. (2012). Handbook of inter-rater reliability (3rd ed.). Advanced Analytics: Gaithersburg. – year: 2011 – year: 2009 – year: 1983 – volume: 30 start-page: 318 issue: 4 year: 2014 end-page: 336 article-title: What's going on behind the screens? Researching young students' learning pathways using iPads publication-title: Journal of Computer‐Assisted Learning – volume: 2 start-page: 48 issue: 1 year: 2011 end-page: 54 article-title: Bringing computational thinking to K–12: What is involved and what is the role of the computer science community? publication-title: ACM Inroads – year: 1956 – start-page: 10 year: 2013 end-page: 15 – year: 2007 – volume: 84 start-page: 62 year: 2015 end-page: 77 article-title: What's the difference? Learning collaboratively using iPads in conventional classrooms publication-title: Computers & Education – volume: 2 start-page: 137 year: 1984b end-page: 168 article-title: On the cognitive effects of learning computer programming publication-title: New Ideas Psychology – year: 2003 – volume: 5 start-page: 3 year: 2014 end-page: 15 article-title: Computational thinking in elementary and secondary teacher education publication-title: ACM Transactions on Computing Education – volume: 33 start-page: 159 year: 1977 end-page: 174 article-title: The measurement of observer agreement for categorical data publication-title: Biometrics – start-page: 193 year: 1985 end-page: 212 – year: 2014 – year: 2010 – year: 2012 – volume: 41 start-page: 51 year: 2014 end-page: 61 article-title: Review on teaching and learning of computational thinking through programming: What is next for K–12? publication-title: Computers in Human Behaviour – volume: 32 start-page: 131 year: 1993 end-page: 137 article-title: Defining higher order thinking publication-title: Theory Into Practice – year: 1980 – start-page: 1 year: 2012 end-page: 17 – volume: 41 start-page: 212 year: 2002 end-page: 225 article-title: A revision of Bloom's taxonomy: An overview publication-title: Theory Into Practice – year: 1984a – volume: 29 start-page: 605 year: 1986 end-page: 610 article-title: Learning to programme and learning to think: What's the connection? publication-title: Communications of the ACM – volume: 25 start-page: 77 year: 2013b end-page: 95 article-title: Creating content: Building literacy skills in year 1 students using open format apps publication-title: Computers in New Zealand Schools: Learning, Teaching, Technology – volume: 68 start-page: 505 year: 2013a end-page: 521 article-title: Young students using iPads: App design and content influences on their learning pathways publication-title: Computers & Education – year: 2015 – volume: 77 start-page: 13 year: 2014 end-page: 28 article-title: Exploring young students' talk in iPad‐supported collaborative learning environments publication-title: Computers & Education – year: 2013 – volume-title: Taxonomy of educational objectives: The classification of educational goals year: 1956 ident: e_1_2_10_12_1 – volume-title: Supporting future‐oriented learning and teaching—A New Zealand perspective year: 2012 ident: e_1_2_10_13_1 – ident: e_1_2_10_30_1 – volume-title: Mindstorms: Children, computers and powerful ideas year: 1980 ident: e_1_2_10_31_1 – ident: e_1_2_10_33_1 – ident: e_1_2_10_2_1 – ident: e_1_2_10_23_1 doi: 10.1207/s15430421tip4104_2 – ident: e_1_2_10_8_1 doi: 10.1016/j.compedu.2015.01.010 – ident: e_1_2_10_39_1 – ident: e_1_2_10_26_1 doi: 10.1016/j.chb.2014.09.012 – volume-title: Key competencies for a successful life and a well‐functioning society year: 2003 ident: e_1_2_10_36_1 – volume: 25 start-page: 77 year: 2013 ident: e_1_2_10_6_1 article-title: Creating content: Building literacy skills in year 1 students using open format apps publication-title: Computers in New Zealand Schools: Learning, Teaching, Technology – ident: e_1_2_10_32_1 – start-page: 193 volume-title: Children and microcomputers: Research on the newest medium year: 1985 ident: e_1_2_10_35_1 – volume: 5 start-page: 3 year: 2014 ident: e_1_2_10_40_1 article-title: Computational thinking in elementary and secondary teacher education publication-title: ACM Transactions on Computing Education – ident: e_1_2_10_25_1 doi: 10.1080/00405849309543588 – ident: e_1_2_10_21_1 doi: 10.1007/978-94-007-2324-5_1 – ident: e_1_2_10_16_1 – ident: e_1_2_10_11_1 doi: 10.1145/1929887.1929905 – ident: e_1_2_10_34_1 doi: 10.1016/0732-118X(84)90018-7 – ident: e_1_2_10_27_1 doi: 10.1145/6138.6142 – ident: e_1_2_10_37_1 doi: 10.1145/2493394.2493403 – ident: e_1_2_10_20_1 – ident: e_1_2_10_29_1 – ident: e_1_2_10_5_1 doi: 10.1016/j.compedu.2013.06.006 – volume-title: Apps, technology and younger learners ident: e_1_2_10_9_1 – ident: e_1_2_10_18_1 – volume-title: The Proceedings of the 7th Workshop in Primary and Secondary Computing year: 2012 ident: e_1_2_10_38_1 – ident: e_1_2_10_10_1 doi: 10.1016/j.compedu.2014.04.008 – ident: e_1_2_10_15_1 – ident: e_1_2_10_4_1 – ident: e_1_2_10_14_1 – volume-title: The New Zealand curriculum year: 2007 ident: e_1_2_10_28_1 – ident: e_1_2_10_7_1 doi: 10.1111/jcal.12044 – ident: e_1_2_10_17_1 – ident: e_1_2_10_24_1 doi: 10.2307/2529310 – start-page: 10 volume-title: The proceedings of the 18th Conference on Innovation and Technology in Computer Science Education year: 2013 ident: e_1_2_10_19_1 – ident: e_1_2_10_3_1 – volume-title: Handbook of inter‐rater reliability year: 2012 ident: e_1_2_10_22_1 |
| SSID | ssj0007968 |
| Score | 2.4628217 |
| Snippet | Recent government moves in many countries have seen coding included in school curricula, or promoted as part of computing, mathematics or science programmes.... |
| SourceID | proquest eric crossref wiley istex |
| SourceType | Aggregation Database Index Database Enrichment Source Publisher |
| StartPage | 576 |
| 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 |
| URI | https://api.istex.fr/ark:/67375/WNG-C7T6WJ9J-X/fulltext.pdf https://onlinelibrary.wiley.com/doi/abs/10.1111%2Fjcal.12155 http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1119384 https://www.proquest.com/docview/1836889868 https://www.proquest.com/docview/1864540477 |
| Volume | 32 |
| WOSCitedRecordID | wos000390873100005&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| journalDatabaseRights | – providerCode: PRVWIB databaseName: Wiley Online Library Full Collection 2020 customDbUrl: eissn: 1365-2729 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0007968 issn: 0266-4909 databaseCode: DRFUL dateStart: 19970101 isFulltext: true titleUrlDefault: https://onlinelibrary.wiley.com providerName: Wiley-Blackwell |
| link | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV3db9MwED-Nlgde2PiYyD6QEQgEUqYstRNb4mUaKyhCZYJN61tkOw6thtKp6fj477lz3GiTEBLiLYovieP7tH3-HcALgkzPjHWxFdrEXCrUOVcncWWEcaJCGagTX2win0zkdKpON-Dt-ixMhw_RL7iRZnh7TQquTXtTyfEfPDaCuAPDFAWXD2D47vP4_GNviXPlj8LhNCOLuUpUgCf1mTz907ccUsh5HtIQ_7wVdN4MXb3vGW_-X6-34H6IOdlRJyQPYMM1D6lcc0jteATzo4bpgE7CFjX7RSaAtR3sZfuKrWZdhQX2Y-Ya5rPQ_Ulphj5wbvEGOUC20u1lyyiR_iv7YlGy7IwVzfKAfWrwDY7NT3X1GM7HJ2fHH-JQgyG2tGMaO1NppY2VyFChpFVcWPT53GEocWhq9LCqSlSt0tSlh9bVldTSZTjt4TpxVW5G2zBoFo17AiwVaVKL1GS6wrCNdjhdza1JTT4iUHwewes1I0obAMqpTsa3sp-okHf3gxfB8572qoPl-CPVNvGzpzgpsF2NJH7qpedw36KXl5ThlovyYvK-PM7PsotCFeU0gr21CJRBudsSrWAmpZKZjOBZ34xqSXstunGLa6IhqLSE53kEb7xA_KWfZYED7q92_oV4F-5h-JZ1yTV7MFgtr90-3LXfV_N2-TQow29IFAu8 |
| linkProvider | Wiley-Blackwell |
| linkToHtml | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV3db9MwED9BiwQvfE8EBhiBQCAFZWmc2I_TWBmhlAk6rW-W7Ti0GkpR0_Hx33PneNEmISTEWxRfEsf3afv8O4BnBJmeG-tiy7WJMyFR51ydxJXhxvEKZaBOfLGJYjoV87k8DLk5dBamw4foF9xIM7y9JgWnBenzWo4_4cER-GUYZihHfADDN5_GR5PeFBfSn4XDeUYeZzKRAZ_Up_L0T1_wSCHpeUhj_PNC1Hk-dvXOZ3zjP7t9E66HqJPtdmJyCy655jYVbA7JHXdgudswHfBJ2Kpmv8gIsLYDvmxfsM2iq7HAfixcw3weuj8rzdALLi3eIBfINro9aRml0n9hny3Kll2wslm_Zh8bfINjy0Nd3YWj8f5s7yAOVRhiS3umsTOVltpYgSzlUliZcYteP3MYTOyYGn2srBJZyzR16Y51dSW0cDlOfDKduKowoy0YNKvG3QOW8jSpeWpyXWHgRnucrs6sSU0xIlj8LIKXZ5xQNkCUU6WMr6qfqpB_94MXwdOe9lsHzPFHqi1iaE-xX2K7HAn81HPP4r5Fr08ox63g6nj6Vu0Vs_y4lKWaR7B9JgMqqHer0A7mQkiRiwie9M2omLTbohu3OiUaAktLsqKI4JWXiL_0U5U44P7q_r8QP4arB7MPEzV5N33_AK5hMJd3qTbbMNisT91DuGK_b5bt-lHQjN9L1A-s |
| linkToPdf | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV3db9MwELdgRYgXxtdEYAMjEAikoCy1Hftx2lYgTKWCTetbZDs2rYbSqemA_fe7c7xokxAS4i2KL1--O985_vl3hLxCynRhrEst1yZlUoHPOZ-lteHG8RpswGeh2EQxHsvpVE0iNgf3wnT8EP0PN_SMMF6jg7vT2l_1cviIQI7Ab5IB40qAXw72vo6ODvqhuFBhLxzMM0TKVKYiP2mA8vRXX4tIEfQ8wD7-fS3rvJq7huAzWv_P175H7sask-50ZnKf3HDNAyzYHMEdD8l8p6E68pPQhafnOAjQtiO-bN_Q1ayrsUB_zVxDAw497JWmEAXnFk5gCKQr3Z60FKH03-k3C7ZlZ7Rslu_plwbu4Oh8outH5Gi0f7j7MY1VGFKLa6apM7VW2lgJKuVKWsW4hajPHCQT28ZDjFV1przKc5dvW-drqaUTMPFhOnN1YYYbZK1ZNO4xoTnPM89zI3QNiRuucTrPrMlNMURafJaQt5eaqGykKMdKGT-qfqqC8T10XkJe9rKnHTHHH6U2UKG9xH4J7Woo4VGvg4r7Fr08QYxbwavj8YdqtzgUx6Uqq2lCNi9toIru3VYwDgoplRQyIS_6ZnBMXG3RjVucoQySpWWsKBLyLljEX96zKqHDw9GTfxF-Tm5P9kbVwafx56fkDuRyokPabJK11fLMbZFb9udq3i6fRce4AL_0Dyc |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=An+analysis+of+young+students%27+thinking+when+completing+basic+coding+tasks+using+Scratch+Jnr.+On+the+iPad&rft.jtitle=Journal+of+computer+assisted+learning&rft.au=Falloon%2C+G.&rft.date=2016-12-01&rft.issn=0266-4909&rft.eissn=1365-2729&rft.volume=32&rft.issue=6&rft.spage=576&rft.epage=593&rft_id=info:doi/10.1111%2Fjcal.12155&rft.externalDBID=n%2Fa&rft.externalDocID=10_1111_jcal_12155 |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0266-4909&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0266-4909&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0266-4909&client=summon |