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Xinli Zhang; Yuchen Chen; Lailin Hu; Gwo-Jen Hwang; Yun-Fang Tu – International Journal of STEM Education, 2025
Background: In the digital age, fostering young children's computational thinking (CT) and executive functions (EFs) through programming has emerged as a significant research issue. While unplugged programming activities are commonly adopted in preschools, robot programming activities have recently gained attention for the potential to enhance…
Descriptors: Thinking Skills, Computation, Executive Function, Programming
Metcalf, Shari J.; Reilly, Joseph M.; Jeon, Soobin; Wang, Annie; Pyers, Allyson; Brennan, Karen; Dede, Chris – Computer Science Education, 2021
Background and Context: This study looks at computational thinking (CT) assessment of programming artifacts within the context of CT integrated with science education through computational modeling. Objective: The goal is to explore methodologies for assessment of student-constructed computational models through two lenses: functionality and…
Descriptors: Evaluation Methods, Computation, Thinking Skills, Science Education
Lihui Sun; Junjie Liu – Educational Technology Research and Development, 2024
This study investigated the effects of the single programming approach (plugged-in and unplugged) and the mixed programming approach (plugged-in-first and unplugged-first) on the computational thinking (CT) skills of first-grade students. However, focusing only on the programming learning approach itself is insufficient. Therefore, the influences…
Descriptors: Thinking Skills, Computation, Grade 1, Elementary School Students
Zhenhua Wu; Linting Zheng; Li'an Huang – Education and Information Technologies, 2024
Programming has been considered a crucial "object to think with", which can integrate with various disciplines and facilitate learning in other areas. However, existing research primarily focuses on how children learn to code rather than how coding helps them to learn. To address this gap, a quasi-experimental case study was conducted…
Descriptors: Coding, Robotics, Programming, Kindergarten
Chou, Pao-Nan – Journal of Educational Computing Research, 2020
This study investigated young children's computational thinking (CT) development by integrating ScratchJr into a programming curriculum. Twelve third graders (six males and six females) voluntarily participated in an experiment-based computer class conducted at a public elementary school in Taiwan. This study adopted a case study methodology to…
Descriptors: Grade 3, Computer Science Education, Thinking Skills, Elementary School Students
Ipek Isik Arslanoglu; Serhat Bahadir Kert; Ismail Tonbuloglu – Education and Information Technologies, 2024
This study aims to examine the effect of augmented reality-assisted programming education supported by participatory design on the basic and computational thinking skills of preschoolers. In the study, a pretest-posttest single-group semi-experimental design, which is one of the quantitative research methods, was used. The study group of the…
Descriptors: Young Children, Kindergarten, Computation, Thinking Skills
Yang, Weipeng; Ng, Davy Tsz Kit; Gao, Hongyu – British Journal of Educational Technology, 2022
Programmable robotics is recently used in early childhood education (ECE) to introduce programming and computational thinking (CT) skills. However, there is a further need for research to contrast the efficacy of children's participation in robot programming and traditionally beneficial ECE activities. The present study thus investigated the…
Descriptors: Kindergarten, Young Children, Robotics, Programming
First Graders Coordination of Counting and Movements on a Grid When Programming with Tangible Blocks
Abigail Erskine; Laura Bofferding; Sezai Kocabos; Haoran Tang – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
As elementary students begin to program using tangible blocks, they must coordinate their use of counting with the movements, directions, and numbers they use to move a character. In our study, we analyzed 13 first graders' first attempts at coordinating these elements when playing a programming game on the iPad that used tangible programming…
Descriptors: Elementary School Students, Elementary School Mathematics, Grade 1, Computation
Rina Zviel Girshin; Nathan Rosenberg; Ida Kukliansky – Journal of Research in Childhood Education, 2024
This longitudinal study of robot programming in early childhood (ROPEC) was performed based on summative and formative assessments of the robotics program in kindergarten and year one of elementary school. The study aims to broaden our knowledge about children's understanding of programming, their confidence in ability to read and write programs,…
Descriptors: Kindergarten, Grade 1, Early Childhood Education, Computation
Seckel, María José; Vásquez, Claudia; Samuel, Marjorie; Breda, Adriana – Education and Information Technologies, 2022
Computational thinking in the educational environment has awaken a rising interest, having been included as part of the curricula from the very beginnings of education. Programmable robots have become a valuable positive resource in order to succeed in the development of computational thinking, demanding proper training from kindergarten teachers…
Descriptors: Error Patterns, Programming, Ownership, Robotics
Kale, Ugur; Yuan, Jiangmei – Journal of Educational Computing Research, 2021
Computational thinking is a means to understand and solve complex problems through using computer science concepts and techniques. While there is an increase in the number of initiatives focusing on coding, whether they (a) address computational thinking and problem-solving skills and (b) use methods of teaching problem solving is yet to be…
Descriptors: Computation, Thinking Skills, Problem Solving, Programming
Dandan Yang; Zhanxia Yang; Marina Umaschi Bers – Computer Science Education, 2025
Background and context: Despite the growing importance of computer science (CS) education, high-quality CS curricula for students in kindergarten to lower elementary grades are lacking. It is also unclear how students from underrepresented groups such as female students, students from low socioeconomic status, and students with disability respond…
Descriptors: Computer Science Education, Early Childhood Education, Program Effectiveness, Programming
Ana Lúcia Bento Miguens; João Manuel Nunes Piedade; Rui Jorge Bernardes dos Santos; Tiago Lopes Oliva – Educational Media International, 2024
This research arises within the scope of the Postgraduate Course of Specialization in Technologies and Robotics in Elementary School. Its aim is to analyze the impact of robotics and programming on the motivation and involvement of students in the development of computational thinking, in the learning of mathematical concepts. The study was…
Descriptors: Student Motivation, Computation, Thinking Skills, Skill Development
Welch, Lise E.; Shumway, Jessica F.; Clarke-Midura, Jody; Lee, Victor R. – Education Sciences, 2022
Programming activities have the potential to provide a rich context for exploring measurement units in early elementary mathematics. This study examines how a small group of young children (ages 5-6) express their emergent conception of a dynamic linear unit and the measurement concepts they found challenging. Video of an introductory programming…
Descriptors: Coding, Programming, Robotics, Measurement
Zhanxia Yang; Patricia Moore Shaffer; Courtney Hagan; Parastu Dubash; Marina Bers – Grantee Submission, 2023
The aim of this study was to explore how the Coding as Another Language (CAL) curriculum, developed by Boston College's DevTech Research Group and utilizing the ScratchJr app, impacted students' computational thinking, coding skills, and reading comprehension. To accomplish this, the research team randomly assigned thirteen schools in a…
Descriptors: Coding, Second Language Learning, Curriculum Development, Programming Languages
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