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Computational thinking and tinkering

Exploration of an early childhood robotics curriculum
Marina Umaschi Bers, Louise P. Flannery, Elizabeth R. Kazakoff
Erstpublikation in: Computers & Education 72 (2014) 145-157
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The early childhood classroom is not typically a place where we expect to find students programming robots. Yet, with the availability of developmentally appropriate technologies, this is increasingly possible, and the result may be the advancement of technological fluency in our nation’s youth. This paper explored the TangibleK Robotics Program as a viable option for classroom teachers to integrate developmentally appropriate technology education into the early childhood classroom.
Von Marina Umaschi Bers, Louise P. Flannery, lizabeth R. Kazakoff im Text Computational thinking and tinkering (2014)
The TangibleK Robotics Program, a design-based research initiative now in its fifth year, has paired developmentally appropriate programming and robotics tools with a curriculum to engage kindergartners in learning computational thinking, robotics and programming concepts, as well as problem-solving and reasoning. The goal of this paper is to present young children’s learning outcomes on computer programming concepts as taught through the TangibleK curriculum in order to highlight the potential for learning of integrating computer programming and robotics into the early childhood classroom.
Von Marina Umaschi Bers, Louise P. Flannery, lizabeth R. Kazakoff im Text Computational thinking and tinkering (2014)
By engaging in construction-based robotics activities, children as young as four can play to learn a range of concepts. The TangibleK Robotics Program paired developmentally appropriate computer programming and robotics tools with a constructionist curriculum designed to engage kindergarten children in learning computational thinking, robotics, programming, and problem-solving. This paper documents three kindergarten classrooms' exposure to computer programming concepts and explores learning outcomes. Results point to strengths of the curriculum and areas where further redesign of the curriculum and technologies would be appropriate. Overall, the study demonstrates that kindergartners were both interested in and able to learn many aspects of robotics, programming, and computational thinking with the TangibleK curriculum design.
Von Marina Umaschi Bers, Louise P. Flannery, lizabeth R. Kazakoff im Text Computational thinking and tinkering (2014)

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Personen
KB IB clear
D. Midian Kurland, Seymour Papert, Roy Pea, David N. Perkins, Jean Piaget, Gavriel Salomon

Fragen
KB IB clear
Ab welchem Alter können/sollen Kinder programmieren?

Begriffe
KB IB clear
CHERP, computational thinkingcomputational thinking, Computercomputer, Curriculum / Lehrplancurriculum, Denkenthinking, design-based researchdesign-based research, Kindergarten, Konstruktionismusconstructionism, Lernenlearning, Programmierenprogramming, Roboterrobot, TangibleK projectTangibleK project, tinkeringtinkering
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Bücher
Jahr UmschlagTitelAbrufeIBOBKBLB
1937  Der Aufbau der Wirklichkeit beim Kinde (Jean Piaget) 8, 9, 5, 1, 4, 2, 7, 2, 2, 4, 5, 84039810767
1982    Mindstorms (Seymour Papert) 10, 4, 6, 12, 11, 14, 16, 6, 24, 6, 17, 3420045344582
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Texte
Jahr UmschlagTitelAbrufeIBOBKBLB
   Transfer of Cognitive Skills from Programming: When and How? (Gavriel Salomon, David N. Perkins) 1, 1, 1, 2, 1, 2, 2, 2, 2, 1, 3, 10781094
1984    On the cognitive effects of learning computer programming (Roy Pea, D. Midian Kurland) 2, 1, 1, 3, 1, 1, 3, 2, 2, 4, 3, 826158139
2000    What’s the big idea? (Seymour Papert) 2, 1, 2, 2, 1, 2, 1, 1, 1, 1, 1, 4464397

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