東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

The Development of Computational Thinking Skills in Young Children.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Development of Computational Thinking Skills in Young Children./
作者:	Relkin, Emily Vera.
面頁冊數:	1 online resource (140 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-04, Section: B.
Contained By:	Dissertations Abstracts International84-04B.
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29326738click for full text (PQDT)
ISBN:	9798351420509

The Development of Computational Thinking Skills in Young Children.
Relkin, Emily Vera.

The Development of Computational Thinking Skills in Young Children. - 1 online resource (140 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: B.

Thesis (Ph.D.)--Tufts University, 2022.

Includes bibliographical references

This study explores how children from two to nine years of age develop Computational Thinking (CT) skills. The term "CT" denotes a set of cognitive processes that are useful for framing and solving problems using computers and other information processing agents. Acquisition of CT skills is traditionally associated with learning to code but other factors may influence accrual in the course of normal development. To explore this issue, I examined two- to nine-year-old children's performance on four grade-specific versions of the 15-item TechCheck "unplugged" assessment probing six domains of CT. I collected data from coding-naive children receiving the version of TechCheck designed for their grade and compared their performance to that of coding-naive students in one grade higher who were administered the same TechCheck version. TechCheck scores in all grades were normally distributed. Mean scores were significantly greater in students in the higher of each grade pair. This finding suggests that average performance in solving unplugged problems that probe CT skills may improve with advancing grade in the absence of coding instruction. Linear mixed modeling identified grade and the interaction of grade with age as predictors of TechCheck performance in coding-naive students. Next, I examined TechCheck data obtained from first graders before and after they received one of three coding educational interventions. TechCheck scores improved significantly after children learned to code compared to a non-coding control group, providing evidence that the acquisition of CT can be accelerated by coding education. Finally, I explored whether grade and coding interventions differentially affected performance across CT domains. With each advancing grade, coding-naive students scored higher in all six CT domains evaluated. Children who were taught to code showed more selective improvements in specific CT domains depending on which coding educational intervention they received. Limitations to this study include the use of heterogeneous cohorts drawn from multiple studies and the exploratory nature of domain analysis using TechCheck. I conclude that CT skills can improve in the course of early childhood without CS instruction, perhaps as a result of learning from everyday experiences, non-CS education, and/or brain maturation. Learning to code at a young age, which is known to foster improved communication and creative self-expression, can accelerate the acquisition of CT but may have more selective effects on specific CT domains depending on how coding is taught.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798351420509Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Child developmentIndex Terms--Genre/Form:

542853
Electronic books.

The Development of Computational Thinking Skills in Young Children.
LDR:03908nmm a2200385K 4500 001 2361975
005 20231027103156.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798351420509
035 $a (MiAaPQ)AAI29326738
035 $a AAI29326738
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Relkin, Emily Vera. $3 3702670
245 1 4 $a The Development of Computational Thinking Skills in Young Children.
264 0 $c 2022
300 $a 1 online resource (140 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-04, Section: B.
500 $a Advisor: Bers, Marina U.
502 $a Thesis (Ph.D.)--Tufts University, 2022.
504 $a Includes bibliographical references
520 $a This study explores how children from two to nine years of age develop Computational Thinking (CT) skills. The term "CT" denotes a set of cognitive processes that are useful for framing and solving problems using computers and other information processing agents. Acquisition of CT skills is traditionally associated with learning to code but other factors may influence accrual in the course of normal development. To explore this issue, I examined two- to nine-year-old children's performance on four grade-specific versions of the 15-item TechCheck "unplugged" assessment probing six domains of CT. I collected data from coding-naive children receiving the version of TechCheck designed for their grade and compared their performance to that of coding-naive students in one grade higher who were administered the same TechCheck version. TechCheck scores in all grades were normally distributed. Mean scores were significantly greater in students in the higher of each grade pair. This finding suggests that average performance in solving unplugged problems that probe CT skills may improve with advancing grade in the absence of coding instruction. Linear mixed modeling identified grade and the interaction of grade with age as predictors of TechCheck performance in coding-naive students. Next, I examined TechCheck data obtained from first graders before and after they received one of three coding educational interventions. TechCheck scores improved significantly after children learned to code compared to a non-coding control group, providing evidence that the acquisition of CT can be accelerated by coding education. Finally, I explored whether grade and coding interventions differentially affected performance across CT domains. With each advancing grade, coding-naive students scored higher in all six CT domains evaluated. Children who were taught to code showed more selective improvements in specific CT domains depending on which coding educational intervention they received. Limitations to this study include the use of heterogeneous cohorts drawn from multiple studies and the exploratory nature of domain analysis using TechCheck. I conclude that CT skills can improve in the course of early childhood without CS instruction, perhaps as a result of learning from everyday experiences, non-CS education, and/or brain maturation. Learning to code at a young age, which is known to foster improved communication and creative self-expression, can accelerate the acquisition of CT but may have more selective effects on specific CT domains depending on how coding is taught.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Early childhood education. $3 518817
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Computer science. $3 523869
653 $a Child development
653 $a Coding
653 $a Computer science
653 $a Early childhood
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0518
690 $a 0288
690 $a 0984
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Tufts University. $b Child Development. $3 1024814
773 0 $t Dissertations Abstracts International $g 84-04B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29326738 $z click for full text (PQDT)