Young Children's Experience in Unplugged Activities about Computational Thinking: From an Embodied Cognition Perspective
Saved in:
| Title: | Young Children's Experience in Unplugged Activities about Computational Thinking: From an Embodied Cognition Perspective |
|---|---|
| Language: | English |
| Authors: | Wanqing Hu, Ruiyan Huang, Yanyan Li |
| Source: | Early Childhood Education Journal. 2024 52(4):769-782. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Conventional Instruction, Learning Activities, Mental Computation, Young Children, Thinking Skills, Troubleshooting, Childrens Attitudes, Cognitive Objectives |
| DOI: | 10.1007/s10643-023-01475-x |
| ISSN: | 1082-3301 1573-1707 |
| Abstract: | Researchers are increasingly calling for more computational thinking (CT) teaching tools and activities designed for young children. Considering young children's need to draw on their bodily experiences to learn abstract concepts, this study applied the embodied cognition perspective to design an unplugged (non-computer-based) toolkit with activities that foster CT. This study aimed to explore young children's experiences in unplugged activities. Specifically, children's perceptions about the activities were investigated, and their embodied interactions during the activities were analyzed to reveal how CT emerges as an embodied phenomenon. Results indicate that children had positive perceptions about the activities. In addition, young children's algorithmic thinking and debugging emerged most frequently. Furthermore, this study found that CT extended to both the unplugged toolkit and children's bodies and emerged in perception-action loops. This research provides insight into the instructional design of young children's CT and helps researchers understand how young children develop CT from an embodied cognition perspective. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1416901 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Researchers are increasingly calling for more computational thinking (CT) teaching tools and activities designed for young children. Considering young children's need to draw on their bodily experiences to learn abstract concepts, this study applied the embodied cognition perspective to design an unplugged (non-computer-based) toolkit with activities that foster CT. This study aimed to explore young children's experiences in unplugged activities. Specifically, children's perceptions about the activities were investigated, and their embodied interactions during the activities were analyzed to reveal how CT emerges as an embodied phenomenon. Results indicate that children had positive perceptions about the activities. In addition, young children's algorithmic thinking and debugging emerged most frequently. Furthermore, this study found that CT extended to both the unplugged toolkit and children's bodies and emerged in perception-action loops. This research provides insight into the instructional design of young children's CT and helps researchers understand how young children develop CT from an embodied cognition perspective. |
|---|---|
| ISSN: | 1082-3301 1573-1707 |
| DOI: | 10.1007/s10643-023-01475-x |
