Activity-based unplugged coding during the preschool period

Metin, Şermin

doi:10.1007/s10798-020-09616-8

Cited by 40 publications

(33 citation statements)

References 42 publications

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“…Developmental approaches that allow children to manipulate codes and do not require a computer are gaining importance. Using the computer and unplugged and activity-based applications and robotic tools and equipment while gaining coding skills is one of these solutions (Metin, 2020;Sullivan & Bers, 2016;Bers et al, 2014;Sullivan et al, 2013;Wang et al, 2011;Futschek & Moschitz, 2010). While programming can be seen as an abstract activity in itself, physical objects such as robots make the activity more concrete while also encouraging collaboration around the programming task at hand (Bers et al, 2019;Bers, 2018aBers, , 2018bCampbell & Walsh, 2017;Levy & Mioduser, 2008;Reese et al, 2019;Bell et al, 2012;Resnick & Siegel, 2015;Sullivan & Bers, 2016).…”

Section: Program Developmentmentioning

confidence: 99%

“…org) and is carried out using computer applications (Text, 2020;Bers et al, 2019;Bell et al, 2012). The concept of computer science unplugged, which embodies developmentally appropriate and abstract concepts for computer science and children's basic skills, has been accepted by many researchers and has been used in coding education (Metin, 2020;Bers, 2018a;Bell & Vahrenhold, 2018;Bell et al, 2012;Wang et al, 2011). In unplugged coding education, it seems more appropriate to teach coding through activities rather than computers, which are very complex tools for children to understand (Relkin et al, 2020;Metin, 2020;Bell & Vahrenhold, 2018;Bers et al, 2014;Gujberova & Kalas, 2013;Kazakoff et al, 2013;Bell et al, 2012;Futschek & Moschitz, 2010).…”

Section: Program Developmentmentioning

confidence: 99%

“…Children can learn best in meaningful ways and fun, based on practice and interaction (Fleer, 2013). Studies on this subject have revealed that coding education is more successful when it is carried out with concrete materials and experiences based on activities and active participation of children (Metin, 2020;Lee & Junoh, 2019;Wang et al, 2011;Campbell & Walsh, 2017;Levy & Mioduser, 2008;Bateman et al, 2017); Bell et al, 2012;Resnick & Siegel, 2015;Sullivan & Bers, 2016). Piaget (1964) emphasizes that it is difficult for children in the pre-operational period to understand and construct abstract concepts without concrete experience.…”

Section: Program Developmentmentioning

confidence: 99%

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Test for assessing coding skills in early childhood

2021

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This research aims to develop a valid and reliable test to determine the coding skill levels of 5-7 years old children in early childhood. The study sample consists of children aged 5-7 who attend primary and pre-school education institutions affiliated to the Ministry of National Education in Ağrı and Gaziantep city center in the 2020-2021 academic year. Data were obtained from 308 children, 101 of whom were five years old, 100 were six years old, and 107 were seven. As a data collection tool in research, the "Personal Information Form" containing personal information about children and their parents and the "Early Childhood Coding Skills Assessment Test" developed by the researcher to evaluate the coding skill levels of 5-7-yearold children were used. In the validity analysis to determine the test's validity and reliability, content-structure validity, criterion-based validity analysis, similar scale compatibility validity, tetrachoric factor analysis, and item difficulty analysis; In the reliability analysis, KR-20 reliability analysis was used. As a result of the findings obtained from the research, the "Early Childhood Coding Skills Assessment Test" is a valid and reliable measurement tool that can be used to determine the skill levels of 5-7-year-old children unplugged coding and robotic coding.

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Section: Program Developmentmentioning

confidence: 99%

Section: Program Developmentmentioning

confidence: 99%

Section: Program Developmentmentioning

confidence: 99%

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Test for assessing coding skills in early childhood

2021

Self Cite

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“…However while the Accessi-DV briefcase does underline Scratch's block-based logic, the prototype doesn't allow the user to communicate directly with the Scratch online platform, and thus requires a sighted person to copy the algorithm completely on the Scratch online platform. While " activity-based unplugged coding and robotic coding training, integrated with the preschool education curriculum , enhanced the basic coding and robotic coding skills" [31], unplugged coding still have limitations: for example, the algorithm must be transposed to the Scratch platform for the user to experience feedback These solutions therefore require the help of a third party : to avoid involvement of this third party and to maximize autonomy, we have designed the TabGo solution.…”

Section: Related Workmentioning

confidence: 99%

TabGO: Towards Accessible Computer Science in Secondary School

Andriamahery-Ranjalahy

Berquez

Jessel

et al. 2021

Lecture Notes in Computer Science

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While computing skills grow in importance in today's technology-centered society, the learning of these skills still isn't accessible easily for young visually-impaired students: in French schools for example, online platforms (like Scratch) are more and more used by teachers, but unfortunately these platforms rely heavily on visual elements. As an inclusive approach would suggest, modifications and adaptations of such platforms would favour collaboration between sighted and visually-impaired users: tangible stimuli are then favoured to compensate for visual elements, while visually-impaired and sighted communities are prompted to use the same tools. Even if tangible solutions are suggested through scientific studies in the accessibility field, a young visually-impaired student still can't use these solutions autonomously: many of these prototypes still require the intervention of a sighted third party. In this article, we describe our solution TaBGO (Tangible Blocks Go Online) which consists of enhanced tangible Scratch's blocks and an associated optical recognition software. We then present a planned user study to establish if this solution is usable and easily handled by young visually impaired and sighted students, considering users' feedback about usability, satisfaction and cognitive load.

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“…Much of the existing research has focused either on children's learning from interventions (see e.g. Metin, 2020;Sullivan & Bers, 2013, 2018, or expressed knowledge in their own activities such as play (see e.g. Hallström et al, 2015;Kodsi, 2020;Mawson, 2011;van Meeteren & Zan, 2010), or reported on teachers' perspectives on, or teaching in, technology education on an aggregated level (see e.g.…”

Section: Introductionmentioning

confidence: 99%

Characterizations of preschool technology education: analyses of seven individual preschool teachers’ and childcare attendants’ descriptions of their teaching

Sundqvist

2021

Int J Technol Des Educ

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In recent decades the preschool has leaned more towards a learning-oriented pedagogy, where the subject of technology has been given a more prominent place. Still, studies on how individual preschool staff members perceive and teach technology is scarce. This study shows how seven preschool staff in Sweden describe their work with the subject of technology and how technology education is characterized in these descriptions. The data was produced by means of semi-structured interviews and a questionnaire and analyzed with narrative analysis. The results show very diverse practices of technology education, implying the learning possibilities for children in different preschools are not equal. Some of the staff describe a clear and conscious teaching of technology, while others describe teaching what can be viewed as a limited and/or shallow technology education, where technology is sometimes used as means for learning other subjects or contents rather than being the learning objective. Six ways to characterize technology education was found, namely: technology education (1) concerns technological objects and systems in children’s environment, (2) concerns learning to handle technological objects, (3) is doing experiments, (4) involves developing abilities, (5) is naturally included in children’s play and (6) departs from digital technology.

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Activity-based unplugged coding during the preschool period

Cited by 40 publications

References 42 publications

Test for assessing coding skills in early childhood

Test for assessing coding skills in early childhood

TabGO: Towards Accessible Computer Science in Secondary School

Characterizations of preschool technology education: analyses of seven individual preschool teachers’ and childcare attendants’ descriptions of their teaching

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