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Should your 8-year-old learn coding?

Caitlin Duncan, Tim Bell, Steve Tanimoto
Zu finden in: WiPSCE 2014 (Seite 60 bis 69), 2014
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We have collected a list of 47 tools that can be used for teaching programming and programming concepts to children. These tools range from novice programming environments (for educational and also industry level languages), to games and challenges which require programming or programming concepts to complete, game building environments which involve programming, and online "learn to program" courses. We refer to these tools as Initial Learning Environments (ILEs). To fit into this category a tool must allow, or be designed for, a novice to interact with the tool and have the opportunity to learn programming concepts. These ILEs can be used independently of teacher guidance, but many of them can be used with additional teacher support and instruction.
Von Caitlin Duncan, Tim Bell, Steve Tanimoto im Konferenz-Band WiPSCE 2014 im Text Should your 8-year-old learn coding? (2014)
There has been considerable interest in teaching "coding" to primary school aged students, and many creative "Initial Learning Environments" (ILEs) have been released to encourage this. Announcements and commentaries about such developments can polarise opinions, with some calling for widespread teaching of coding, while others see it as too soon to have students learning industry-specific skills. It is not always clear what is meant by teaching coding (which is often used as a synonym for programming), and what the benefits and costs of this are. Here we explore the meaning and potential impact of learning coding/programming for younger students. We collect the arguments for and against learning coding at a young age, and review the initiatives that have been developed to achieve this (including new languages, school curricula, and teaching resources). This leads to a set of criteria around the value of teaching young people to code, to inform curriculum designers, teachers and parents. The age at which coding should be taught can depend on many factors, including the learning tools used, context, teacher training and confidence, culture, specific skills taught, how engaging an ILE is, how much it lets students explore concepts for themselves, and whether opportunities exist to continue learning after an early introduction.
Von Caitlin Duncan, Tim Bell, Steve Tanimoto im Konferenz-Band WiPSCE 2014 im Text Should your 8-year-old learn coding? (2014)

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Jahr UmschlagTitelAbrufeIBOBKBLB
1982    Mindstorms (Seymour Papert) 6, 12, 11, 14, 16, 6, 24, 6, 17, 34, 8, 6220445624652
2002     Unlocking the Clubhouse (Jane Margolis, Allan Fisher) 1, 1, 2, 7, 4, 1, 1, 3, 5, 6, 8, 64124669
2004Computer Science Education Research (Sally Fincher, Marian Petre) 2, 2, 3, 5, 3, 2, 5, 2, 3, 6, 4, 61441663
2010   Program or Be Programmed (Douglas Rushkoff) 6, 8, 5, 4, 1, 7, 5, 4, 11, 8, 2, 22379722408
2011ITiCSE 2011 (Guido Rößling, Thomas L. Naps, Christian Spannagel) 7, 9, 4, 9, 8, 1, 7, 5, 7, 16, 11, 2035170201953
2013Computer Science Education 3/20133, 2, 2, 2, 2, 2, 4, 3, 4, 8, 4, 10123610108
Jahr UmschlagTitelAbrufeIBOBKBLB
2004    Programming Environments for Novices (Mark Guzdial) 12, 1, 2, 4, 2, 3, 1, 3, 3, 10, 2, 2839245
2009    Scratch: Programming for All (Mitchel Resnick, John Maloney, Andrés Monroy-Hernández, Natalie Rusk, Evelyn Eastmond, Karen Brennan, Amon Millner, Eric Rosenbaum, Jay Silver, Brian Silverman, Yasmin B. Kafai) 2, 2, 3, 3, 4, 1, 2, 4, 7, 6, 3, 10302810382
2011   Computational thinking (Chenglie Hu) 1, 2, 2, 1, 2, 4, 1, 1, 2, 4, 2, 21252133
2011   Habits of programming in scratch (Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari) 2, 3, 6, 4, 3, 1, 5, 4, 7, 10, 1, 41094268
2013    Learning computer science concepts with Scratch (Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari) 2, 1, 3, 3, 1, 3, 4, 2, 5, 12, 5, 1011331056


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