The Design of Unplugged Activities Promoting Computational Thinking and Mathematics Learning in Early Childhood Education

• In Event: 30.060 - Computational Learning Environments: Access, Equity, and Agency

Abstract

Given the current shortage of student interest in STEM topics, and an undersupply of educational resources or curricula in formal educational settings, increasing attention has been paid to developing effective instructional design and approaches for STEM learning. This paper focuses on developing students’ computational thinking skills through unplugged embodied activity and the use of programming application, Scratch Jr. The design of unplugged embodied activity employed a computational perspective mechanism and implemented in mathematics and programming education. The result indicated that high level of embodiment that engages full body movement had positive effect on improving programming skills and number line sense. The group that is required to take computational perspective while solving mathematics task showed more fluent and efficient programming skills.

Authors

• Woonhee Sung, Teachers College, Columbia University

• Junghyun Ahn, Teachers College, Columbia University

• John B. Black, Teachers College, Columbia University