Children's computational thinking as the development of a possibility space
In this paper, we explore how the theoretical notion of possibility space offers a way to study how children's computational thinking develops as a process. Drawing on embodied notions of cognition, we first examine the literature that supports how children's computational thinking emerges...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2023-12-01
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| Series: | Computers and Education Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666557323000344 |
| _version_ | 1797405362215714816 |
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| author | Theodore J. Kopcha Ceren Ocak |
| author_facet | Theodore J. Kopcha Ceren Ocak |
| author_sort | Theodore J. Kopcha |
| collection | DOAJ |
| description | In this paper, we explore how the theoretical notion of possibility space offers a way to study how children's computational thinking develops as a process. Drawing on embodied notions of cognition, we first examine the literature that supports how children's computational thinking emerges as a possibility space that involves conceptualizing possible actions in a given moment, deciding which action to take by anticipating the results of a possible action, and learning from the actions that they have taken. We then use a grounded approach to analyze the problem-solving process of two 5th-grade children who engaged in an educational robotics activity over two 50-minute class periods. The findings lend support for approaching children's computational thinking as a cycle of action-taking that includes conceptualizing, anticipating, and taking action. The findings also support the pedagogical practice of having children predict the results of a computer program to enhance their computational thinking. Implications for the way that teachers can support children in learning to conceptualize what is possible and take action from it are discussed. |
| first_indexed | 2024-03-09T03:08:53Z |
| format | Article |
| id | doaj.art-4019c777ad8a4df8a84cc3ac1e457a5b |
| institution | Directory Open Access Journal |
| issn | 2666-5573 |
| language | English |
| last_indexed | 2024-03-09T03:08:53Z |
| publishDate | 2023-12-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Computers and Education Open |
| spelling | doaj.art-4019c777ad8a4df8a84cc3ac1e457a5b2023-12-04T05:24:17ZengElsevierComputers and Education Open2666-55732023-12-015100156Children's computational thinking as the development of a possibility spaceTheodore J. Kopcha0Ceren Ocak1Professor of Learning, Design, and Technology, Dept. of Workforce Ed. and Instructional Technology, 205 River's Crossing, 850 College Station Road, Athens, GA 30602, University of Georgia, United States; Corresponding author.Assistant Professor of Instructional Technology, Dept. of Leadership, Technology, and Human Development, Georgia Southern University, 1332 Southern Drive, Statesboro, GA 30458, United StatesIn this paper, we explore how the theoretical notion of possibility space offers a way to study how children's computational thinking develops as a process. Drawing on embodied notions of cognition, we first examine the literature that supports how children's computational thinking emerges as a possibility space that involves conceptualizing possible actions in a given moment, deciding which action to take by anticipating the results of a possible action, and learning from the actions that they have taken. We then use a grounded approach to analyze the problem-solving process of two 5th-grade children who engaged in an educational robotics activity over two 50-minute class periods. The findings lend support for approaching children's computational thinking as a cycle of action-taking that includes conceptualizing, anticipating, and taking action. The findings also support the pedagogical practice of having children predict the results of a computer program to enhance their computational thinking. Implications for the way that teachers can support children in learning to conceptualize what is possible and take action from it are discussed.http://www.sciencedirect.com/science/article/pii/S2666557323000344Computer science educationComputational thinkingElementaryEmbodied cognitionEducational robotics |
| spellingShingle | Theodore J. Kopcha Ceren Ocak Children's computational thinking as the development of a possibility space Computers and Education Open Computer science education Computational thinking Elementary Embodied cognition Educational robotics |
| title | Children's computational thinking as the development of a possibility space |
| title_full | Children's computational thinking as the development of a possibility space |
| title_fullStr | Children's computational thinking as the development of a possibility space |
| title_full_unstemmed | Children's computational thinking as the development of a possibility space |
| title_short | Children's computational thinking as the development of a possibility space |
| title_sort | children s computational thinking as the development of a possibility space |
| topic | Computer science education Computational thinking Elementary Embodied cognition Educational robotics |
| url | http://www.sciencedirect.com/science/article/pii/S2666557323000344 |
| work_keys_str_mv | AT theodorejkopcha childrenscomputationalthinkingasthedevelopmentofapossibilityspace AT cerenocak childrenscomputationalthinkingasthedevelopmentofapossibilityspace |