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Book Chapter: Computational thinking and multifaceted skills: A qualitative study in primary schools

TitleComputational thinking and multifaceted skills: A qualitative study in primary schools
Authors
Issue Date2018
PublisherIGI Global
Citation
Computational thinking and multifaceted skills: A qualitative study in primary schools. In Ozcinar, H ; Wong, G & Ozturk, HT (Eds.), Teaching Computational Thinking in Primary Education, p. 78-101. Hershey, PA: IGI Global, 2018 How to Cite?
AbstractComputational thinking allows us to solve complex problem in a certain way, which has been taught in traditional computer science program in university. With the advanced digital computing technology, new visual programming tools have been developed to allow children at early age to explore the concept and practices of computational thinking, which could develop their multifaceted skills. In this study, it aims to report an exploratory study of two pioneer primary schools in Hong Kong on introducing computational thinking through coding. This study uses qualitative approach with classroom observations, field notes and group interviews (n = 14). We also develop a child-centered interview protocol to find out the perception of children in learning how to code. The results show that children are generally engaging in computational thinking activities and believe that this learning context can develop their multifaceted skills such as problem solving skills and creativity.
Persistent Identifierhttp://hdl.handle.net/10722/245871
ISBN

 

DC FieldValueLanguage
dc.contributor.authorWong, KWG-
dc.contributor.authorJiang, S-
dc.contributor.authorKong, R-
dc.date.accessioned2017-09-18T02:18:22Z-
dc.date.available2017-09-18T02:18:22Z-
dc.date.issued2018-
dc.identifier.citationComputational thinking and multifaceted skills: A qualitative study in primary schools. In Ozcinar, H ; Wong, G & Ozturk, HT (Eds.), Teaching Computational Thinking in Primary Education, p. 78-101. Hershey, PA: IGI Global, 2018-
dc.identifier.isbn9781522532002-
dc.identifier.urihttp://hdl.handle.net/10722/245871-
dc.description.abstractComputational thinking allows us to solve complex problem in a certain way, which has been taught in traditional computer science program in university. With the advanced digital computing technology, new visual programming tools have been developed to allow children at early age to explore the concept and practices of computational thinking, which could develop their multifaceted skills. In this study, it aims to report an exploratory study of two pioneer primary schools in Hong Kong on introducing computational thinking through coding. This study uses qualitative approach with classroom observations, field notes and group interviews (n = 14). We also develop a child-centered interview protocol to find out the perception of children in learning how to code. The results show that children are generally engaging in computational thinking activities and believe that this learning context can develop their multifaceted skills such as problem solving skills and creativity.-
dc.languageeng-
dc.publisherIGI Global-
dc.relation.ispartofTeaching Computational Thinking in Primary Education-
dc.titleComputational thinking and multifaceted skills: A qualitative study in primary schools-
dc.typeBook_Chapter-
dc.identifier.emailWong, KWG: wongkwg@hku.hk-
dc.identifier.authorityWong, KWG=rp02193-
dc.identifier.doi10.4018/978-1-5225-3200-2.ch005-
dc.identifier.hkuros276091-
dc.identifier.spage78-
dc.identifier.epage101-
dc.publisher.placeHershey, PA-

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