Poster #14 - Evolution of Children's Conceptions and Skills in Computational Thinking in Science: A Multiple-Case Study

• In Event: 43.081 - MTCC Poster Session Nine
  In Poster Session: 43.081-2 - Technology, Instruction, Cognition, and Learning: A Survey of Research

Abstract

This multiple-case study explored the evolution of two children's conceptions and programming skill in a computational thinking-integrated science class using the Dash robotics kits. Participants learned three CT concepts, sequences, loops, and conditional statements, which were integrated in the specific content area, the reproduction cycles of ferns and mosses, over the course of 4 weeks. Children's drawings, interviews, screen-recordings of coding activities, observations were collected. Although the children's drawings did not reveal dramatic CT conceptual change, they both made progress in using sequences, loops, and conditional statements in block-based programming. Students' engagement and interests were high in programming the robots, while levels of interests in the plant-related content were dramatically different. Participants also had different content knowledge retention.

Authors

• Feiya Luo, University of Florida

• Pasha Antonenko, University of Florida