Nurturing Computational Thinking in an Israeli Kindergarten With the CAL-KIBO Robotics Curriculum

• In Event: Fairmont Roundtable Session Six
  In Roundtable Session: Exploring and Promoting Computational Thinking (Table 11)

Abstract

Coding, robotics, and computational thinking have been recognized as leading skills that should be taught at early ages. In this case study, we examined whether engaging with the Coding as Another Language curriculum using the screen-free KIBO-15 robotics kit could promote children’s computational thinking and coding skills. We further accounted for the necessary curricular adaptations in an international setting. Twenty-eight children (age M =5.94; SD =0.52) and two teachers were recruited from an Israeli kindergarten. Students’ outcomes showed significant growth in coding knowledge over the course of the curriculum, with no gender effect. Teachers’ accounts suggested developmental, pedagogical, and cultural considerations for future international curriculum implementation. Findings from this work have implications for future researchers implementing STEM-related curricula internationally.

Authors

• Avia Ben Ari, Technion Israel Institute of Technology
  Presenting Author

• Tess Levinson, Boston College
  Non-Presenting Author

• Marina U. Bers, Boston College
  Non-Presenting Author

• Rinat B. Rosenberg-Kima, Technion Israel Institute of Technology
  Non-Presenting Author