Computational Thinking Practices With Fourth Graders (Poster 2)

• In Event: AERA Poster Session 6
  In Poster Session: Connecting Learning Systems Through Technology (San Diego)

Abstract

In this proposal, we present the results of a study focused on the Computational Thinking (CT) practices engaged in by fourth grade students. Utilizing artifact interviews, we investigated students Scratch artifacts to reveal the CT practices students utilized to create their animations. The students, drawn from three separate classrooms, were engaged in CT integrated lessons in either math or English language arts (ELA). Results indicate that students utilized a range of CT practices identified by Brennan and Resnick (2012) including abstraction and modularization, incremental iteration, testing and debugging, and algorithmic thinking. Moreover, students evidenced additional CT practices including hypothesis creation and precision in programming. Our descriptive analysis provides insight into these enacted processes at the fourth grade level.

Authors

• Emrah Pektas, University of Massachusetts - Amherst

• Florence R. Sullivan, University of Massachusetts - Amherst