Investigating Sequencing as a Means to Computational Thinking in Young Children

https://doi.org/10.21585/ijcses.v6i3.192

Authors

Keywords:

computational thinking, early childhood education, unplugged activities, sequencing

Abstract

Within the field of K-2 CS education, unplugged computational thinking (CT) activities have been suggested as beneficial for younger students and shown to impact young students’ skills and motivation to learn about CS. This study sought to examine how children demonstrate CT competencies in unplugged sequencing tasks and how children use manipulatives to solve unplugged sequencing tasks. This case study approach examined two unplugged sequencing tasks for six children ranging from ages four to seven (pre-kindergarten to 2nd grade). Children showed evidence of several CT competencies during the sequencing tasks: (1) pattern recognition, (2) algorithms and procedures, (3) problem decomposition, and (4) debugging. The strategies and use of manipulatives to showcase CT competencies seemed to evolve in complexity based on age and developmental levels. Taking into account children’s abilities to demonstrate CT competencies, this study suggests that sequencing is a developmentally appropriate entry point for young children to begin engaging in other CT competencies. In addition, these unplugged sequencing tasks can also be easily integrated into other activities commonly experienced in early childhood classrooms.

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Author Biography

Kristina M. Tank, Iowa State University

Dr. Kristina M. Tank is an Associate Professor in the School of Education at Iowa State University. Her research interests include integrated science, technology, engineering, and mathematics (STEM), elementary and early childhood science and engineering, professional development for pre-service and in-service science teachers, STEM and literacy, and STEM and Computational Thinking.

References

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Published

2024-05-27 — Updated on 2024-05-27

How to Cite

Tank, K. M., Ottenbreit-Leftwich, A., Moore, T. J., Yang, S., Wafula, Z., Kim, J., Fagundes, B., & Chu, L. (2024). Investigating Sequencing as a Means to Computational Thinking in Young Children. International Journal of Computer Science Education in Schools, 6(3), 67–77. https://doi.org/10.21585/ijcses.v6i3.192

Issue

Vol. 6 No. 3 (2024): International Journal of Computer Science Education in Schools

Section

Full Papers
Copyright & Licensing

Copyright (c) 2024 Kristina M. Tank, Anne Ottenbreit-Leftwich, Tamara J. Moore, Sohheon Yang, Zarina Wafula, Jiyoung Kim, Bárbara Fagundes, Lin Chu

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