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Πεδίο DCΤιμήΓλώσσα
dc.contributor.authorKyza, Eleni A.-
dc.contributor.authorGeorgiou, Yiannis-
dc.contributor.authorAgesilaou, Andria-
dc.contributor.authorSouropetsis, Markos-
dc.date.accessioned2021-09-08T05:12:17Z-
dc.date.available2021-09-08T05:12:17Z-
dc.date.issued2021-
dc.identifier.citationJournal of Educational Computing Research, 2021en_US
dc.identifier.issn15414140-
dc.identifier.urihttps://hdl.handle.net/20.500.14279/22989-
dc.description.abstractThere are increasing calls to introduce computational thinking in schools; the arguments in favor call upon research suggesting that even kindergarten children can successfully engage in coding. This contribution presents a cross-sectional study examining the coding practices and computational thinking of fifty-one primary school children using the ScratchJr software; children were organized in two cohorts (Cohort 1: 6–9 years old; Cohort 2: 10–12 years old). Each cohort participated in a six-hour intervention, as part of a four-day summer club. During the intervention children were introduced to ScratchJr and were asked to collaboratively design a digital story about environmental waste management actions, thus adopting a disciplinary perspective to computational thinking. Data analyses examined children’s final artifacts, in terms of coding practices and the level of computational thinking demonstrated by each cohort. Furthermore, analysis of selected groups’ storyboard interviews was used to shed light on differences between the two cohorts. Results are presented and contrasted across the two age cohorts via a developmental perspective. The findings of this study can be useful in considering the instructional support that is necessary to scaffold the development of primary school children’s coding practices and computational thinking.en_US
dc.formatpdfen_US
dc.language.isoenen_US
dc.relation.ispartofJournal of Educational Computing Researchen_US
dc.rights© The Author(s)en_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectCoding practicesen_US
dc.subjectComputational thinkingen_US
dc.subjectScratchJren_US
dc.subjectPrimary school childrenen_US
dc.subjectCrosssectional designen_US
dc.titleA Cross-Sectional Study Investigating Primary School Children’s Coding Practices and Computational Thinking Using ScratchJren_US
dc.typeArticleen_US
dc.collaborationCyprus University of Technologyen_US
dc.subject.categoryEducational Sciencesen_US
dc.journalsOpen Accessen_US
dc.countryCyprusen_US
dc.subject.fieldSocial Sciencesen_US
dc.publicationPeer Revieweden_US
dc.identifier.doi10.1177/07356331211027387en_US
dc.identifier.scopus2-s2.0-85112241225-
dc.identifier.urlhttps://api.elsevier.com/content/abstract/scopus_id/85112241225-
cut.common.academicyear2020-2021en_US
item.fulltextWith Fulltext-
item.languageiso639-1en-
item.grantfulltextopen-
item.openairecristypehttp://purl.org/coar/resource_type/c_6501-
item.cerifentitytypePublications-
item.openairetypearticle-
crisitem.author.deptDepartment of Communication and Internet Studies-
crisitem.author.deptDepartment of Communication and Internet Studies-
crisitem.author.deptDepartment of Communication and Internet Studies-
crisitem.author.deptDepartment of Communication and Internet Studies-
crisitem.author.facultyFaculty of Communication and Media Studies-
crisitem.author.facultyFaculty of Communication and Media Studies-
crisitem.author.facultyFaculty of Communication and Media Studies-
crisitem.author.facultyFaculty of Communication and Media Studies-
crisitem.author.orcid0000-0003-0992-4034-
crisitem.author.orcid0000-0002-2850-8848-
crisitem.author.orcid0000-0003-3647-2272-
crisitem.author.parentorgFaculty of Communication and Media Studies-
crisitem.author.parentorgFaculty of Communication and Media Studies-
crisitem.author.parentorgFaculty of Communication and Media Studies-
crisitem.author.parentorgFaculty of Communication and Media Studies-
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