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    Rights statement: © ACM, 2015. This is the author's version of the work. It is posted here for your personal use. Not for redistribution. The definitive Version of Record was published in WiPSCE '15 Proceedings of the Workshop in Primary and Secondary Computing Education http://dx.doi.org/10.1145/2818314.2818340

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Teaching computer science to 5-7 year-olds: an initial study with Scratch, Cubelets and unplugged computing

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review

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Teaching computer science to 5-7 year-olds: an initial study with Scratch, Cubelets and unplugged computing. / Wohl, Benjamin; Porter, Barry; Clinch, Sarah.
WiPSCE '15 Proceedings of the Workshop in Primary and Secondary Computing Education . New York: ACM, 2015. p. 55-60.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review

Harvard

Wohl, B, Porter, B & Clinch, S 2015, Teaching computer science to 5-7 year-olds: an initial study with Scratch, Cubelets and unplugged computing. in WiPSCE '15 Proceedings of the Workshop in Primary and Secondary Computing Education . ACM, New York, pp. 55-60. https://doi.org/10.1145/2818314.2818340

APA

Wohl, B., Porter, B., & Clinch, S. (2015). Teaching computer science to 5-7 year-olds: an initial study with Scratch, Cubelets and unplugged computing. In WiPSCE '15 Proceedings of the Workshop in Primary and Secondary Computing Education (pp. 55-60). ACM. https://doi.org/10.1145/2818314.2818340

Vancouver

Wohl B, Porter B, Clinch S. Teaching computer science to 5-7 year-olds: an initial study with Scratch, Cubelets and unplugged computing. In WiPSCE '15 Proceedings of the Workshop in Primary and Secondary Computing Education . New York: ACM. 2015. p. 55-60 doi: 10.1145/2818314.2818340

Author

Wohl, Benjamin ; Porter, Barry ; Clinch, Sarah. / Teaching computer science to 5-7 year-olds : an initial study with Scratch, Cubelets and unplugged computing. WiPSCE '15 Proceedings of the Workshop in Primary and Secondary Computing Education . New York : ACM, 2015. pp. 55-60

Bibtex

@inproceedings{9091aac44b744db68b5023d61d966ee6,
title = "Teaching computer science to 5-7 year-olds: an initial study with Scratch, Cubelets and unplugged computing",
abstract = "Changes to school curriculums increasingly require the introduction of computer science concepts to younger children. This practical report compares three existing tools for teaching computer science concepts: unplugged computing, tangible computing and MIT's Scratch. We specifically focus on the use of these tools for school pupils aged 5--7. We describe a comparative study with 28 pupils from three rural UK primary schools that explores engagement with, and effectiveness of, each tool. As far as we are aware this is the first such comparative study of its kind. We demonstrate that the studied tools can be used to successfully introduce core computer science concepts to pupils as young as 5 years of age, that the methods used by teachers to deliver computing curriculums 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.",
keywords = " unplugged, Cubelets; computing curriculum; primary education; early years; tangible computing",
author = "Benjamin Wohl and Barry Porter and Sarah Clinch",
note = "{\textcopyright} ACM, 2015. This is the author's version of the work. It is posted here for your personal use. Not for redistribution. The definitive Version of Record was published in WiPSCE '15 Proceedings of the Workshop in Primary and Secondary Computing Education http://dx.doi.org/10.1145/2818314.2818340 ",
year = "2015",
month = nov,
day = "9",
doi = "10.1145/2818314.2818340",
language = "English",
isbn = "9781450337533",
pages = "55--60",
booktitle = "WiPSCE '15 Proceedings of the Workshop in Primary and Secondary Computing Education",
publisher = "ACM",

}

RIS

TY - GEN

T1 - Teaching computer science to 5-7 year-olds

T2 - an initial study with Scratch, Cubelets and unplugged computing

AU - Wohl, Benjamin

AU - Porter, Barry

AU - Clinch, Sarah

N1 - © ACM, 2015. This is the author's version of the work. It is posted here for your personal use. Not for redistribution. The definitive Version of Record was published in WiPSCE '15 Proceedings of the Workshop in Primary and Secondary Computing Education http://dx.doi.org/10.1145/2818314.2818340

PY - 2015/11/9

Y1 - 2015/11/9

N2 - Changes to school curriculums increasingly require the introduction of computer science concepts to younger children. This practical report compares three existing tools for teaching computer science concepts: unplugged computing, tangible computing and MIT's Scratch. We specifically focus on the use of these tools for school pupils aged 5--7. We describe a comparative study with 28 pupils from three rural UK primary schools that explores engagement with, and effectiveness of, each tool. As far as we are aware this is the first such comparative study of its kind. We demonstrate that the studied tools can be used to successfully introduce core computer science concepts to pupils as young as 5 years of age, that the methods used by teachers to deliver computing curriculums 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.

AB - Changes to school curriculums increasingly require the introduction of computer science concepts to younger children. This practical report compares three existing tools for teaching computer science concepts: unplugged computing, tangible computing and MIT's Scratch. We specifically focus on the use of these tools for school pupils aged 5--7. We describe a comparative study with 28 pupils from three rural UK primary schools that explores engagement with, and effectiveness of, each tool. As far as we are aware this is the first such comparative study of its kind. We demonstrate that the studied tools can be used to successfully introduce core computer science concepts to pupils as young as 5 years of age, that the methods used by teachers to deliver computing curriculums 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.

KW - unplugged, Cubelets; computing curriculum; primary education; early years; tangible computing

U2 - 10.1145/2818314.2818340

DO - 10.1145/2818314.2818340

M3 - Conference contribution/Paper

SN - 9781450337533

SP - 55

EP - 60

BT - WiPSCE '15 Proceedings of the Workshop in Primary and Secondary Computing Education

PB - ACM

CY - New York

ER -