A Computer Science Unplugged Activity: CityMap
Keywords:
computer science unplugged, writing algorithms using step by step instructions, computational thinking, gamificationAbstract
The purpose of this study is to examine the process of writing algorithms using step by step instructions of students through computer science unplugged activity. Accordingly, CityMap activity which is related to daily life and scenario based was developed. The aim of this activity is to write algorithms of going from one place to another using step by step instructions. The rules are also to reach the destination with the shortest way and the least number of steps using correct instructions. The study group consists of 15 sixth grade students. The case study was used as a research method. For the activity, a map and a worksheet designed by the researchers were used as data collection tools and an answer key was used for the analysis. Both individual and group evaluation were made and for this process gamification components were used. The findings revealed that students could wrote algorithms step by step instructions for the tasks determined in the activity. In addition, it was concluded that using of the gamification components made the activity more enjoyable and the students be motivated towards learning of computer science.
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References
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Akçay, A., & Çoklar, A. N. (2016). Bilişsel becerilerin gelişimine yönelik bir öneri: Programlama eğitimi. In A. İşman, H. F. Odabaşı and B. Akkoyunlu (Eds.), Eğitim Teknolojieri Okumaları 2016 (pp. 121-139). Ankara, TOJET.
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Bell, T., & Vahrenhold, J. (2018). CS unplugged - How is it used, and does it work?. In H. J. Böckenhauer, D. Komm, and U. W. (Eds.) Adventures Between Lower Bounds and Higher Altitudes. Lecture Notes in Computer Science (pp. 497-521). Springer, Cham. https://doi.org/10.1007/978-3-319-98355-4_29
Bell, T. C., Witten, I. H., & Fellows, M. (1998). Computer Science Unplugged: Off-line activities and games for all ages. Retrieved April 25, 2020 from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.114.7908&rep=rep1&type=pdf
Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., & Engelhardt, K. (2016). Developing computational thinking in compulsory education - Implications for policy and practice. Seville: Join Research Center (European Commission). https://doi.org/10.2791/792158. Retrieved May 15, 2020 from: https://publications.jrc.ec.europa.eu/repository/bitstream/JRC104188/jrc104188_computhinkreport.pdf
Brackmann, C. P., Román-González, M., Robles, G., Moreno-León, J., Casali, A., & Barone, D. (2017). Development of computational thinking skills through unplugged activities in primary school. In Proceedings of the 12th Workshop on Primary and Secondary Computing Education (pp. 65-72).
Bundy, A. (2007). Computational thinking is pervasive. Retrieved May 23, 2020 from: https://www.inf.ed.ac.uk/publications/online/1245.pdf
Chao, P. Y. (2016). Exploring students' computational practice, design and performance of problem-solving through a visual programming environment. Computers & Education, 95, 202-215. https://doi.org/10.1016/j.compedu.2016.01.010
Creswel, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles, University of Nebraska-Lincoln.
CS Unplugged (2019). About. Retrieved October 25, 2019 from: https://csunplugged.org/en/about/
CSTA & ISTE (2011). Operational definition of computational thinking for K-12 education. Retrieved November 30, 2017 from: http://www.iste.org/docs/ct-documents/computational-thinking-operational-definitionflyer.pdf
Curzon, P. (2014). Unplugged computational thinking for fun. Retrieved April 25, 2020 from: https://publishup.uni-potsdam.de/opus4-ubp/frontdoor/deliver/index/docId/8257/file/cid07_S15-27.pdf
Çağlar, Ş., & Kocadere, S. A. (2015). Çevrimiçi öğrenme ortamlarında oyunlaştırma [Gamification in online learning environments]. Journal of Educational Sciences & Practices, 14(27), 83-102.
De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82-91. https://doi.org/10.1016/j.compedu.2014.01.012
Demir, Ö. & Seferoğlu, S. S. (2017). Yeni kavramlar, farklı kullanımlar: Bilgi-işlemsel düşünmeyle ilgili bir değerlendirme. In H. F. Odabaşı, B. Akkoyunlu, and A. İşman (Eds.). Eğitim Teknolojileri Okumaları 2017 (pp. 468-483). Ankara, TOJET.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: “Defining gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15).
Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5-6 years old kindergarten children in a computer programming evironment: A case study. Computers & Education, 63, 87-97. https://doi.org/10.1016/j.compedu.2012.11.016
Grover, S. (2018). The 5th ‘C’ of 21st century skills? Try computational thinking (not coding). Retrieved October 25, 2019 from: https://www.edsurge.com/news/2018-02-25-the-5th-c-of-21st-century-skills-try-computational-thinking-not-coding
Gülbahar, Y., & Kalelioğlu, F. (2014). The effects of teaching programming via Scratch on problem solving skills: A discussion from learners’ perspective. Informatics in Education, 13(1), 33-50.
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. https://doi.org/10.1016/j.compedu.2014.08.019
Hermans, F., & Aivaloglou, E. (2017). To Scratch or not to Scratch? A controlled experiment comparing plugged first and unplugged first programming lessons. In Proceedings of the 12th workshop in primary and secondary computing education (pp. 49–56).
Horizon Report (2017). The NMC/CoSN Horizon Report: 2017 K–12 Edition. Retrieved November 13, 2019 from: https://library.educause.edu/~/media/files/library/2017/11/2017hrk12EN.pdf
Huotari, K., & Hamari, J. (2012). Defining gamification: a service marketing perspective. In Proceeding of the 16th International Academic MindTrek Conference (pp. 17-22).
Ibanez, M. B., Di-Serio, A., & Delgado-Kloos, C. (2014). Gamification for engaging computer science students in learning activities: A case study. IEEE Transactions on Learning Technologies, 7(3), 291-301.
ISTE (2015). CT leadership toolkit. Retrieved October 30, 2017 from: http://www.iste.org/docs/ct-documents/ct-leadershipt-toolkit.pdf?sfvrsn=4
Jagušt, T., Krzic, A. S., Gledec, G., Grgić, M., & Bojic, I. (2018). Exploring different unplugged game-like activities for teaching computational thinking. In 2018 IEEE Frontiers in Education Conference (FIE) (pp. 1-5). IEEE.
Jiang, S., & Wong, G. K. (2018). Are children more motivated with plugged or unplugged approach to computational thinking?. In Proceedings of the 49th ACM technical symposium on computer science education (pp. 1094-1094).
Kalelioğlu, F., Gülbahar, Y., & Kukul, V. (2016). A framework for computational thinking based on a systematic research review. Baltic J. Modern Computing, 4(3), 583-596.
Kelleher, C., Pausch, R., Pausch, R., & Kiesler, S. (2007). Storytelling alice motivates middle school girls to learn computer programming. In Proceedings of the SIGCHI Conference On Human Factors in Computing Systems (pp. 1455–1464). ACM.
Kocadere, S. A., & Çağlar, Ş. (2015). The design and implementation of a gamified assessment. Journal of e-Learning and Knowledge Society, 11(3), 85-99.
Kotini, I., & Tzelepi, S. (2015). A gamification-based framework for developing learning activities of computational thinking. In Gamification in Education and Business (pp. 219-252). Springer, Cham.
Leifheit, L., Jabs, J., Ninaus, M., Moeller, K., & Ostermann, K. (2018). Programming unplugged: An evaluation of game-based methods for teaching computational thinking in primary school. In 12th European Conference on Game-Based Learning (pp. 344)
Leymun, Ş. O., Odabaşı, F., & Yurdakul, I. K. (2017). Eğitim ortamlarında durum çalışmasının önemi. Eğitimde Nitel Araştırmalar Dergisi, 5(3), 367-385.
Li, C., Dong, Z., Untch, R. H., & Chasteen, M. (2013). Engaging computer science students through gamification in an online social network based collaborative learning environment. International Journal of Information and Education Technology, 3(1), 72-77.
Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behavior, 41, 51-61. https://doi.org/10.1016/j.chb.2014.09.012
MEB (2018). Bilişim Teknolojileri ve Yazılım Dersi Öğretim Programı. Retrieved October 25, 2019 from: http://mufredat.meb.gov.tr/Dosyalar/2018124103559587-Bili%C5%9Fim%20Teknolojileri%20ve%20Yaz%C4%B1l%C4%B1m%205-6.%20S%C4%B1n%C4%B1flar.pdf
Nishida, T., Kanemune, S., Idosaka, Y., Namiki, M., Bell, T., & Kuno, Y. (2009). A CS unplugged design pattern. ACM SIGCSE Bulletin, 41(1), 231-235. https://doi.org/10.1145/1508865.1508951
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books, New York.
Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. [Qualitative research and evaluation methods].(Trans. Eds. M. Bütün and S. B. Demir). Pegem Akademi, Ankara.
Rodriguez, B. R. (2015). Assessing computational thinking in computer science unplugged activities. Doctoral dissertation, Colorado School of Mines, Arthur Lakes Library.
Sillaots, M. (2014). Achieving flow through gamification: a study on re-designing research methods courses. In European Conference on Games Based Learning (vol. 2, pp. 538-545).
Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268-286.
Swacha, J., & Baszuro, P. (2013). Gamification-based e-learning platform for computer programming education. In X world conference on computers in education (pp. 122-130).
Şahiner, (2017). Komputasyonel düşünme kavramı ile ilgili 2006-2016 yılları arasındaki bilimsel yayınların incelenmesi: Doküman analizi çalışması. Yayınlanmamış Yüksek Lisans Tezi, Yıldız Teknik Üniversitesi, Fen Bilimleri Enstitüsü.
Şendurur, P. (2019). Investigation of pre-service computer science Teachers’ CS-unplugged design practices. Education and Information Technologies, 24(6), 3823-3840. https://doi.org/10.1007/s10639-019-09964-6
Şendurur, P. (2018). Programlama öğretiminde bilgisayarsız etkinlikler. In Y. Gülbahar and H. Karal (Eds.), Kuramdan Uygulamaya Programlama Öğretimi (pp. 189-235). Pegem Akademi, Ankara.
Tabesh, Y. (2017). Computational thinking: A 21st century skill. Olympiads in Informatics, 11, 65-70. https://doi.org/10.15388/ioi.2017.special.10
Taub, R., Ben-Ari, M., & Armoni, M. (2009). The effect of CS unplugged on middle-school students' views of CS. ACM SIGCSE Bulletin, 41(3), 99-103.
Thies, R., & Vahrenhold, J. (2016). Back to school: Computer science unplugged in the wild. In Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education (pp. 118-123).
Threekunprapa, A., & Yasri, P. (2020). Unplugged coding using flowblocks for promoting computational thinking and programming among secondary school students. International Journal of Instruction, 13(3), 207-222.
Tsarava, K., Moeller, K., Pinkwart, N., Butz, M., Trautwein, U., & Ninaus, M. (2017). Training computational thinking: Game-based unplugged and plugged-in activities in primary school. In European Conference on Games Based Learning (pp. 687-695).
Voigt, J., Bell, T., & Aspvall, B. (2010). Competition-style programming problems for computer science unplugged activities. In: Verdu, E., Lorenzo, R., Revilla, M., Regueras, L. (Eds.), A New Learning Paradigm: Competition Supported by Technology ( pp. 207–234). CEDETEL, Boecillo.
Yin, R.K. (2014). Case study methods: design and methods (5th ed.). Thousand Oaks: Sage Pbc.
Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.
Wing, J. M. (2011). Research notebook: Computational thinking - What and why. The link magazine, 6. Retrieved January 18, 2020 from: https://www.cs.cmu.edu/link/research-notebook-computational-thinking-what-and-why
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 Proceedings of the Workshop in Primary and Secondary Computing Education (pp. 55-60).
Yıldırım, A. & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (9.baskı). Ankara, Seçkin Yayıncılık.
Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O'Reilly Media, Inc..
Akçay, A., & Çoklar, A. N. (2016). Bilişsel becerilerin gelişimine yönelik bir öneri: Programlama eğitimi. In A. İşman, H. F. Odabaşı and B. Akkoyunlu (Eds.), Eğitim Teknolojieri Okumaları 2016 (pp. 121-139). Ankara, TOJET.
Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community?. ACM Inroads, 2(1), 48-54. https://doi.org/10.1145/1929887.1929905
Bell, T., & Vahrenhold, J. (2018). CS unplugged - How is it used, and does it work?. In H. J. Böckenhauer, D. Komm, and U. W. (Eds.) Adventures Between Lower Bounds and Higher Altitudes. Lecture Notes in Computer Science (pp. 497-521). Springer, Cham. https://doi.org/10.1007/978-3-319-98355-4_29
Bell, T. C., Witten, I. H., & Fellows, M. (1998). Computer Science Unplugged: Off-line activities and games for all ages. Retrieved April 25, 2020 from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.114.7908&rep=rep1&type=pdf
Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., & Engelhardt, K. (2016). Developing computational thinking in compulsory education - Implications for policy and practice. Seville: Join Research Center (European Commission). https://doi.org/10.2791/792158. Retrieved May 15, 2020 from: https://publications.jrc.ec.europa.eu/repository/bitstream/JRC104188/jrc104188_computhinkreport.pdf
Brackmann, C. P., Román-González, M., Robles, G., Moreno-León, J., Casali, A., & Barone, D. (2017). Development of computational thinking skills through unplugged activities in primary school. In Proceedings of the 12th Workshop on Primary and Secondary Computing Education (pp. 65-72).
Bundy, A. (2007). Computational thinking is pervasive. Retrieved May 23, 2020 from: https://www.inf.ed.ac.uk/publications/online/1245.pdf
Chao, P. Y. (2016). Exploring students' computational practice, design and performance of problem-solving through a visual programming environment. Computers & Education, 95, 202-215. https://doi.org/10.1016/j.compedu.2016.01.010
Creswel, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles, University of Nebraska-Lincoln.
CS Unplugged (2019). About. Retrieved October 25, 2019 from: https://csunplugged.org/en/about/
CSTA & ISTE (2011). Operational definition of computational thinking for K-12 education. Retrieved November 30, 2017 from: http://www.iste.org/docs/ct-documents/computational-thinking-operational-definitionflyer.pdf
Curzon, P. (2014). Unplugged computational thinking for fun. Retrieved April 25, 2020 from: https://publishup.uni-potsdam.de/opus4-ubp/frontdoor/deliver/index/docId/8257/file/cid07_S15-27.pdf
Çağlar, Ş., & Kocadere, S. A. (2015). Çevrimiçi öğrenme ortamlarında oyunlaştırma [Gamification in online learning environments]. Journal of Educational Sciences & Practices, 14(27), 83-102.
De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82-91. https://doi.org/10.1016/j.compedu.2014.01.012
Demir, Ö. & Seferoğlu, S. S. (2017). Yeni kavramlar, farklı kullanımlar: Bilgi-işlemsel düşünmeyle ilgili bir değerlendirme. In H. F. Odabaşı, B. Akkoyunlu, and A. İşman (Eds.). Eğitim Teknolojileri Okumaları 2017 (pp. 468-483). Ankara, TOJET.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: “Defining gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15).
Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5-6 years old kindergarten children in a computer programming evironment: A case study. Computers & Education, 63, 87-97. https://doi.org/10.1016/j.compedu.2012.11.016
Grover, S. (2018). The 5th ‘C’ of 21st century skills? Try computational thinking (not coding). Retrieved October 25, 2019 from: https://www.edsurge.com/news/2018-02-25-the-5th-c-of-21st-century-skills-try-computational-thinking-not-coding
Gülbahar, Y., & Kalelioğlu, F. (2014). The effects of teaching programming via Scratch on problem solving skills: A discussion from learners’ perspective. Informatics in Education, 13(1), 33-50.
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. https://doi.org/10.1016/j.compedu.2014.08.019
Hermans, F., & Aivaloglou, E. (2017). To Scratch or not to Scratch? A controlled experiment comparing plugged first and unplugged first programming lessons. In Proceedings of the 12th workshop in primary and secondary computing education (pp. 49–56).
Horizon Report (2017). The NMC/CoSN Horizon Report: 2017 K–12 Edition. Retrieved November 13, 2019 from: https://library.educause.edu/~/media/files/library/2017/11/2017hrk12EN.pdf
Huotari, K., & Hamari, J. (2012). Defining gamification: a service marketing perspective. In Proceeding of the 16th International Academic MindTrek Conference (pp. 17-22).
Ibanez, M. B., Di-Serio, A., & Delgado-Kloos, C. (2014). Gamification for engaging computer science students in learning activities: A case study. IEEE Transactions on Learning Technologies, 7(3), 291-301.
ISTE (2015). CT leadership toolkit. Retrieved October 30, 2017 from: http://www.iste.org/docs/ct-documents/ct-leadershipt-toolkit.pdf?sfvrsn=4
Jagušt, T., Krzic, A. S., Gledec, G., Grgić, M., & Bojic, I. (2018). Exploring different unplugged game-like activities for teaching computational thinking. In 2018 IEEE Frontiers in Education Conference (FIE) (pp. 1-5). IEEE.
Jiang, S., & Wong, G. K. (2018). Are children more motivated with plugged or unplugged approach to computational thinking?. In Proceedings of the 49th ACM technical symposium on computer science education (pp. 1094-1094).
Kalelioğlu, F., Gülbahar, Y., & Kukul, V. (2016). A framework for computational thinking based on a systematic research review. Baltic J. Modern Computing, 4(3), 583-596.
Kelleher, C., Pausch, R., Pausch, R., & Kiesler, S. (2007). Storytelling alice motivates middle school girls to learn computer programming. In Proceedings of the SIGCHI Conference On Human Factors in Computing Systems (pp. 1455–1464). ACM.
Kocadere, S. A., & Çağlar, Ş. (2015). The design and implementation of a gamified assessment. Journal of e-Learning and Knowledge Society, 11(3), 85-99.
Kotini, I., & Tzelepi, S. (2015). A gamification-based framework for developing learning activities of computational thinking. In Gamification in Education and Business (pp. 219-252). Springer, Cham.
Leifheit, L., Jabs, J., Ninaus, M., Moeller, K., & Ostermann, K. (2018). Programming unplugged: An evaluation of game-based methods for teaching computational thinking in primary school. In 12th European Conference on Game-Based Learning (pp. 344)
Leymun, Ş. O., Odabaşı, F., & Yurdakul, I. K. (2017). Eğitim ortamlarında durum çalışmasının önemi. Eğitimde Nitel Araştırmalar Dergisi, 5(3), 367-385.
Li, C., Dong, Z., Untch, R. H., & Chasteen, M. (2013). Engaging computer science students through gamification in an online social network based collaborative learning environment. International Journal of Information and Education Technology, 3(1), 72-77.
Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behavior, 41, 51-61. https://doi.org/10.1016/j.chb.2014.09.012
MEB (2018). Bilişim Teknolojileri ve Yazılım Dersi Öğretim Programı. Retrieved October 25, 2019 from: http://mufredat.meb.gov.tr/Dosyalar/2018124103559587-Bili%C5%9Fim%20Teknolojileri%20ve%20Yaz%C4%B1l%C4%B1m%205-6.%20S%C4%B1n%C4%B1flar.pdf
Nishida, T., Kanemune, S., Idosaka, Y., Namiki, M., Bell, T., & Kuno, Y. (2009). A CS unplugged design pattern. ACM SIGCSE Bulletin, 41(1), 231-235. https://doi.org/10.1145/1508865.1508951
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books, New York.
Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. [Qualitative research and evaluation methods].(Trans. Eds. M. Bütün and S. B. Demir). Pegem Akademi, Ankara.
Rodriguez, B. R. (2015). Assessing computational thinking in computer science unplugged activities. Doctoral dissertation, Colorado School of Mines, Arthur Lakes Library.
Sillaots, M. (2014). Achieving flow through gamification: a study on re-designing research methods courses. In European Conference on Games Based Learning (vol. 2, pp. 538-545).
Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268-286.
Swacha, J., & Baszuro, P. (2013). Gamification-based e-learning platform for computer programming education. In X world conference on computers in education (pp. 122-130).
Şahiner, (2017). Komputasyonel düşünme kavramı ile ilgili 2006-2016 yılları arasındaki bilimsel yayınların incelenmesi: Doküman analizi çalışması. Yayınlanmamış Yüksek Lisans Tezi, Yıldız Teknik Üniversitesi, Fen Bilimleri Enstitüsü.
Şendurur, P. (2019). Investigation of pre-service computer science Teachers’ CS-unplugged design practices. Education and Information Technologies, 24(6), 3823-3840. https://doi.org/10.1007/s10639-019-09964-6
Şendurur, P. (2018). Programlama öğretiminde bilgisayarsız etkinlikler. In Y. Gülbahar and H. Karal (Eds.), Kuramdan Uygulamaya Programlama Öğretimi (pp. 189-235). Pegem Akademi, Ankara.
Tabesh, Y. (2017). Computational thinking: A 21st century skill. Olympiads in Informatics, 11, 65-70. https://doi.org/10.15388/ioi.2017.special.10
Taub, R., Ben-Ari, M., & Armoni, M. (2009). The effect of CS unplugged on middle-school students' views of CS. ACM SIGCSE Bulletin, 41(3), 99-103.
Thies, R., & Vahrenhold, J. (2016). Back to school: Computer science unplugged in the wild. In Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education (pp. 118-123).
Threekunprapa, A., & Yasri, P. (2020). Unplugged coding using flowblocks for promoting computational thinking and programming among secondary school students. International Journal of Instruction, 13(3), 207-222.
Tsarava, K., Moeller, K., Pinkwart, N., Butz, M., Trautwein, U., & Ninaus, M. (2017). Training computational thinking: Game-based unplugged and plugged-in activities in primary school. In European Conference on Games Based Learning (pp. 687-695).
Voigt, J., Bell, T., & Aspvall, B. (2010). Competition-style programming problems for computer science unplugged activities. In: Verdu, E., Lorenzo, R., Revilla, M., Regueras, L. (Eds.), A New Learning Paradigm: Competition Supported by Technology ( pp. 207–234). CEDETEL, Boecillo.
Yin, R.K. (2014). Case study methods: design and methods (5th ed.). Thousand Oaks: Sage Pbc.
Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.
Wing, J. M. (2011). Research notebook: Computational thinking - What and why. The link magazine, 6. Retrieved January 18, 2020 from: https://www.cs.cmu.edu/link/research-notebook-computational-thinking-what-and-why
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 Proceedings of the Workshop in Primary and Secondary Computing Education (pp. 55-60).
Yıldırım, A. & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (9.baskı). Ankara, Seçkin Yayıncılık.
Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O'Reilly Media, Inc..
Published
2021-12-17
How to Cite
YILDIZ, M., & KARAL, H. (2021). A Computer Science Unplugged Activity: CityMap . International Journal of Computer Science Education in Schools, 5(2), 14–27. https://doi.org/10.21585/ijcses.v5i2.110
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- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
