Computational thinking embedded in engineering design: capturing computational thinking of children in an informal engineering design activity
Computational thinking embedded in engineering design: capturing computational thinking of children in an informal engineering design activity
复制标题
DOI：
10.1007/s10798-020-09562-5
复制
发表时间：
2020-02-25
影响因子：
2.1
通讯作者：
Cardella, Monica E.
中科院分区：
文献类型：
--
作者：
Ehsan, Hoda;Rehmat, Abeera P.;Cardella, Monica E.
正如工程和计算思维最近在大学预科校本教育中得到越来越多的关注一样，许多博物馆和科学中心也设计了展览和体验来促进计算思维和工程学习。最近的报告表明，计算思维和工程思维可以相互增强，工程设计可以成为儿童参与计算思维的适当背景。以前的研究记录了幼儿从事工程思维的能力，其他研究收集了幼儿从事计算思维能力的证据。然而，很少有研究探讨儿童在工程和计算思维方面的参与如何相互支持。因此，在这个定性的案例研究中，我们旨在研究5到7岁的儿童如何在基于家庭的工程设计活动的背景下参与计算思维能力。这个活动是在一个小型的科学中心展览中进行的。在我们提出的研究结果中，我们将儿童至少一项CT能力的制定映射到儿童参与工程设计行动。
Just as engineering and computational thinking have recently gained increased attention in pre-college school-based education, many museums and science centers have also designed exhibits and experiences to promote computational thinking and engineering learning. Recent reports suggest that computational and engineering thinking can empower each other, and engineering design can be an appropriate context for children's engagement in computational thinking. Previous studies have documented young children's abilities to engage in engineering thinking and other studies have collected evidence of young children's abilities to engage in computational thinking. However, there is little research that explores how children's engagement in both engineering and computational thinking can support each other. Hence, in this qualitative case study, we aimed to examine how 5 to 7-year-old children engage in computational thinking competencies in the context of a family based engineering design activity. This activity was conducted at a small science center exhibit. In our presented findings we map children's enactment of at least one CT competency to children's engagement in engineering design actions.