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The scope of autonomy when teaching computational thinking in primary school

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The scope of autonomy when teaching computational thinking in primary school. / Carlborg, Niklas; Tyren, Markus; Heath, Carl et al.

In: International Journal of Child - Computer Interaction, Vol. 21, 09.2019, p. 130-139.

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaper › Journal article › Research › peer-review

Vancouver

Carlborg N, Tyren M, Heath C, Eriksson E. The scope of autonomy when teaching computational thinking in primary school. International Journal of Child - Computer Interaction. 2019 Sep;21:130-139. doi: 10.1016/j.ijcci.2019.06.005

Author

Carlborg, Niklas ; Tyren, Markus ; Heath, Carl et al. / The scope of autonomy when teaching computational thinking in primary school. In: International Journal of Child - Computer Interaction. 2019 ; Vol. 21. pp. 130-139.

Bibtex

@article{ecb5ce034e124ec8a32b6abedd89b43a,

title = "The scope of autonomy when teaching computational thinking in primary school",

abstract = "During the 21st century, there has been an increased interest in the field of computational thinking as a consequence of the ever faster technical development. However, educating future generations in programming and computational thinking is not trivial. Many different platforms and teaching approaches can be used for this purpose. Inspired by the UK initiative with BBC micro:bit, this paper strives to identify what may be important to consider when designing teaching materials with the BBC micro:bit for training Swedish primary school learners{\textquoteright} computational thinking skills relating to mathematical and technical school subjects. This has been investigated in an iterative process, by conducting 21 workshops with the goal to support primary school teachers in developing BBC micro:bit teaching materials. The contribution of this paper is the Scope of autonomy model, which is based on the relation between learning potential, the risk of feeling overwhelmed, and the amount of choices provided in exercises. The model aim to support teachers in developing and appropriating material for teaching programming and computational thinking with individual progression in accordance with the new curriculum.",

keywords = "Computational thinking, autonomy, education, CCTD",

author = "Niklas Carlborg and Markus Tyren and Carl Heath and Eva Eriksson",

year = "2019",

month = sep,

doi = "10.1016/j.ijcci.2019.06.005",

language = "English",

volume = "21",

pages = "130--139",

journal = "International Journal of Child - Computer Interaction",

issn = "2212-8689",

publisher = "Elsevier BV",

}

RIS

TY - JOUR

T1 - The scope of autonomy when teaching computational thinking in primary school

AU - Carlborg, Niklas

AU - Tyren, Markus

AU - Heath, Carl

AU - Eriksson, Eva

PY - 2019/9

Y1 - 2019/9

N2 - During the 21st century, there has been an increased interest in the field of computational thinking as a consequence of the ever faster technical development. However, educating future generations in programming and computational thinking is not trivial. Many different platforms and teaching approaches can be used for this purpose. Inspired by the UK initiative with BBC micro:bit, this paper strives to identify what may be important to consider when designing teaching materials with the BBC micro:bit for training Swedish primary school learners’ computational thinking skills relating to mathematical and technical school subjects. This has been investigated in an iterative process, by conducting 21 workshops with the goal to support primary school teachers in developing BBC micro:bit teaching materials. The contribution of this paper is the Scope of autonomy model, which is based on the relation between learning potential, the risk of feeling overwhelmed, and the amount of choices provided in exercises. The model aim to support teachers in developing and appropriating material for teaching programming and computational thinking with individual progression in accordance with the new curriculum.

AB - During the 21st century, there has been an increased interest in the field of computational thinking as a consequence of the ever faster technical development. However, educating future generations in programming and computational thinking is not trivial. Many different platforms and teaching approaches can be used for this purpose. Inspired by the UK initiative with BBC micro:bit, this paper strives to identify what may be important to consider when designing teaching materials with the BBC micro:bit for training Swedish primary school learners’ computational thinking skills relating to mathematical and technical school subjects. This has been investigated in an iterative process, by conducting 21 workshops with the goal to support primary school teachers in developing BBC micro:bit teaching materials. The contribution of this paper is the Scope of autonomy model, which is based on the relation between learning potential, the risk of feeling overwhelmed, and the amount of choices provided in exercises. The model aim to support teachers in developing and appropriating material for teaching programming and computational thinking with individual progression in accordance with the new curriculum.

KW - Computational thinking

KW - autonomy

KW - education

KW - CCTD

UR - http://www.scopus.com/inward/record.url?scp=85068562890&partnerID=8YFLogxK

U2 - 10.1016/j.ijcci.2019.06.005

DO - 10.1016/j.ijcci.2019.06.005

M3 - Journal article

VL - 21

SP - 130

EP - 139

JO - International Journal of Child - Computer Interaction

JF - International Journal of Child - Computer Interaction

SN - 2212-8689

ER -