Pathways to inclusive early childhood computational thinking education: unveiling young students’ strategies with multiple representations

作者：Kristina Tank, Tamara Moore, Anne Ottenbreit‐Leftwich, Zarina Wafula, Lin Chu, Sohheon Yang · 发表于：Journal of Research on Technology in Education · 年份：2024 · DOI：10.1080/15391523.2024.2410194 · 被引用次数：7 · 研究领域：Teaching and Learning Programming、Educational Games and Gamification、Innovative Teaching and Learning Methods

This study investigates the integration of computational thinking (CT) into early elementary literacy, focusing on kindergarten to second grade students, using multiple representations to understand their ideas of CT. Through clinical task-based interviews with 12 students, we found that concrete manipulatives, pictorial/graphical representations, and language-based strategies were key to facilitating CT comprehension. The findings indicate no significant gender differences in CT engagement, and instead we need to emphasize the need for inclusive, multi-representational teaching methods in early education. By using multiple representations, we may be able to nurture early STEM interest and confidence in computer science and related fields.