Coding as another language: computational thinking, robotics and literacy in first and second grade
Coding as another language: computational thinking, robotics and literacy in first and second grade
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作为另一种语言进行编码：一年级和二年级的计算思维、机器人技术和读写能力
DOI：
10.1145/3507951.3519285
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
E. Relkin
中科院分区：
文献类型：
--
作者：
M. Bers;M. Govind;E. Relkin
本文探讨整合编码，CT和识字描述一项研究进行了一年级和二年级的教室在诺福克，弗吉尼亚州。来自8所小学的667名学生和57名教育工作者，以及来自两所对比学校的181名学生参加了一项名为“编码作为另一种语言”（CAL）的课程，该课程使用了KIBO机器人，这是一种适合发展的工具包，不需要键盘或屏幕。CAL将编程教学定位为一种符号表示系统，一种创造性表达和交流的工具。因此，学生的编码和CT结果和他们的识字技能之间的关系的研究问题进行了探讨，以及教师的反应的经验，特别是关于整合教学计算机科学和识字在低年级。参加CAL-KIBO课程与编码和不插电CT技能的提高有关。基线识字技能与学生获得CT技能有关。例如，在学期开始时识字分数较高的学生在CT任务中更成功。此外，尽管教师在将编码和CT与识字相结合方面的看法各不相同，但我们的研究结果表明，这些学科可能会共享一些认知和教学重叠，这些重叠在早期计算教育领域尚未得到广泛探讨。
This paper explores the integration of coding, CT and literacy by describing a study conducted with first and second grade classrooms in Norfolk, Virginia. A total of 667 students and 57 educators from eight elementary schools, as well as 181 students from two comparison schools participated in a curriculum called Coding as Another Language (CAL) that utilizes KIBO robotics, a developmentally appropriate kit which does not require keyboards or screens. CAL positions the teaching of programming as a symbolic system of representation, a tool for creative expression and communication. Thus, research questions regarding the relationship between students' coding and CT outcomes and their literacy skills were explored, as well as teachers' reactions to the experience, in particular regarding the integrating of teaching computer science and literacy in the early grades. Participation in the CAL-KIBO curriculum was associated with improvement in coding and unplugged CT skills. Baseline literacy skills were related to students' acquisition of CT skills. For example, students who had higher literacy scores at the beginning of the term were more successful in CT tasks. Furthermore, although teachers varied in their perceptions of integrating coding and CT with literacy, our findings suggest that these disciplines may share some cognitive and pedagogical overlap that has yet to be extensively explored in the early computing education field.
影响因子：
11.7
作者：
Shute, V. J.;Sun, C.;Asbell-Clarke, J.
通讯作者：
Asbell-Clarke, J.