This data relates to a project that showed: (abstract of paper)
In this paper we explore three different ways of introducing Computer Science concepts to pupils aged 5-7. The project used Computer Science unplugged, Tangible computing and Scratch with three separate schools and we examine the effectiveness of each techniques and the corresponding engagement level of the pupils in the session. This project worked in anticipation of the introduction of Computer Science concepts into the UK national curriculum. As well as assessing the effectiveness of the three methods used, we also examine the effects of the order in which they are introduced, using a different order at each school. As a result of this study we observe that the methods used by teachers to deliver this curriculum may greatly impact the learning outcomes, and that particular care needs to be taken to ensure that pupils focus on learning concepts rather than learning tools.
The data files are available at figshare: https://dx.doi.org/10.6084/m9.figshare.1381820