View in EDS HTML Full Text PDF Full Text

What they learn when they learn coding: investigating cognitive domains and computer programming knowledge in young children.

Saved in:
Bibliographic Details
Title: What they learn when they learn coding: investigating cognitive domains and computer programming knowledge in young children.
Authors: Strawhacker, Amanda, Bers, Marina Umaschi
Source: Educational Technology Research & Development. Jun2019, Vol. 67 Issue 3, p541-575. 35p.
Subjects: Computer programming education, Computer programming software, Early childhood education, Cognitive development, Academic achievement, Comprehension (Theory of knowledge)
Abstract: Computer programming for young children has grown in popularity among both educators and product developers, but still relatively little is known about what skills children are developing when they code. This study investigated N = 57 Kindergarten through second grade children's performance on a programming assessment after engaging in a 6-week curricular intervention. Children used the ScratchJr programming tool to create animated stories, collages, and games. At the end of the learning intervention, children were assessed on their knowledge of the ScratchJr language and underlying reasoning. Specifically, we explored children's errors on the assessment to determine evidence of domain-specific reasoning (e.g. mathematic, verbal, causal). Results show that while all students mastered foundational coding concepts, there were marked differences in performance and comprehension across the three grade levels. Interpretation of results suggests a developmental progression inherent in programming knowledge acquisition.; Implications for computer programming education and developmental research are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 136255771
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: What they learn when they learn coding: investigating cognitive domains and computer programming knowledge in young children.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Strawhacker%2C+Amanda%22">Strawhacker, Amanda</searchLink><br /><searchLink fieldCode="AR" term="%22Bers%2C+Marina+Umaschi%22">Bers, Marina Umaschi</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Educational+Technology+Research+%26+Development%22">Educational Technology Research & Development</searchLink>. Jun2019, Vol. 67 Issue 3, p541-575. 35p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Computer+programming+education%22">Computer programming education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+programming+software%22">Computer programming software</searchLink><br /><searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+development%22">Cognitive development</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehension+%28Theory+of+knowledge%29%22">Comprehension (Theory of knowledge)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Computer programming for young children has grown in popularity among both educators and product developers, but still relatively little is known about what skills children are developing when they code. This study investigated N = 57 Kindergarten through second grade children's performance on a programming assessment after engaging in a 6-week curricular intervention. Children used the ScratchJr programming tool to create animated stories, collages, and games. At the end of the learning intervention, children were assessed on their knowledge of the ScratchJr language and underlying reasoning. Specifically, we explored children's errors on the assessment to determine evidence of domain-specific reasoning (e.g. mathematic, verbal, causal). Results show that while all students mastered foundational coding concepts, there were marked differences in performance and comprehension across the three grade levels. Interpretation of results suggests a developmental progression inherent in programming knowledge acquisition.; Implications for computer programming education and developmental research are discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=136255771
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s11423-018-9622-x
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 35
        StartPage: 541
    Subjects:
      – SubjectFull: Computer programming education
        Type: general
      – SubjectFull: Computer programming software
        Type: general
      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Cognitive development
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Comprehension (Theory of knowledge)
        Type: general
    Titles:
      – TitleFull: What they learn when they learn coding: investigating cognitive domains and computer programming knowledge in young children.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Strawhacker, Amanda
      – PersonEntity:
          Name:
            NameFull: Bers, Marina Umaschi
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Text: Jun2019
              Type: published
              Y: 2019
          Identifiers:
            – Type: issn-print
              Value: 10421629
          Numbering:
            – Type: volume
              Value: 67
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Educational Technology Research & Development
              Type: main
ResultId 1