Should your 8-year-old learn coding?

Caitlin Duncan, Tim Bell, Steve Tanimoto

Publikationsdatum: 01.10.2014

Zu finden in: WiPSCE 2014 (Seite 60 bis 69), 2014

Zusammenfassungen

We have collected a list of 47 tools that can be used for teaching programming and programming concepts to children. These tools range from novice programming environments (for educational and also industry level languages), to games and challenges which require programming or programming concepts to complete, game building environments which involve programming, and online "learn to program" courses. We refer to these tools as Initial Learning Environments (ILEs). To fit into this category a tool must allow, or be designed for, a novice to interact with the tool and have the opportunity to learn programming concepts. These ILEs can be used independently of teacher guidance, but many of them can be used with additional teacher support and instruction.

Von Caitlin Duncan, Tim Bell, Steve Tanimoto im Konferenz-Band WiPSCE 2014 im Text Should your 8-year-old learn coding? (2014)

There has been considerable interest in teaching "coding" to primary school aged students, and many creative "Initial Learning Environments" (ILEs) have been released to encourage this. Announcements and commentaries about such developments can polarise opinions, with some calling for widespread teaching of coding, while others see it as too soon to have students learning industry-specific skills. It is not always clear what is meant by teaching coding (which is often used as a synonym for programming), and what the benefits and costs of this are. Here we explore the meaning and potential impact of learning coding/programming for younger students. We collect the arguments for and against learning coding at a young age, and review the initiatives that have been developed to achieve this (including new languages, school curricula, and teaching resources). This leads to a set of criteria around the value of teaching young people to code, to inform curriculum designers, teachers and parents. The age at which coding should be taught can depend on many factors, including the learning tools used, context, teacher training and confidence, culture, specific skills taught, how engaging an ILE is, how much it lets students explore concepts for themselves, and whether opportunities exist to continue learning after an early introduction.

Von Caitlin Duncan, Tim Bell, Steve Tanimoto im Konferenz-Band WiPSCE 2014 im Text Should your 8-year-old learn coding? (2014)

Dieses Konferenz-Paper erwähnt ...

Personen
KB IB clear

Michal Armoni , Mordechai Ben-Ari , Karen Brennan , Gail Chapman , Konstantinos Chorianopoulos , Evelyn Eastmond , Kleomenis Euaggelopoulos , Allan Fisher , Brendan Foreman , Michail N. Giannakos , Joanna Goode , Paul Gross , Monika Gujberova , Mark Guzdial , Yasmin B. Kafai , Ivan Kalas , Raymond Lister , Mike Lopez , Dimosthenis Makris , John Maloney , Jane Margolis , Orni Meerbaum-Salant , Amon Millner , Andrés Monroy-Hernández , Lijun Ni , Seymour Papert , Kris Powers , Mitchel Resnick , Phil Robbins , Eric Rosenbaum , Douglas Rushkoff , Natalie Rusk , Linda M. Seiter , Jay Silver , Brian Silverman , Jacqueline L. Whalley

Fragen
KB IB clear

Ab welchem Alter können/sollen Kinder programmieren?
Welche Programmiersprache eignet sich für die Schule?Which programming language is suitable for school?

Aussagen
KB IB clear

Berufswahlargument: Informatikkenntnisse fördern den Berufswahlentscheid in Richtung Informatik-Berufe und -Studiengänge Career argument: Computer science knowlege will give you a good career

Begriffe
KB IB clear

Alice.org , AppInventor ,

Bee-Bot , greenfoot greenfoot , Informatik computer science , Informatik-Didaktik didactics of computer science , Informatik-Unterricht (Fachinformatik)Computer Science Education , Informatikunterricht in der Schule , JavaScript JavaScript , Karel , Khan Academy , LehrerInnen-Bildung teacher training ,

Lernen

learning ,

LOGO (Programmiersprache)

LOGO (programming language) ,

Minecraft ,

MINT

science, technology, engineering, mathematics , PHP PHP ,

Programmieren

programming , Programmiersprachen programming languages , Python ,

Scratch , ScratchJr , Snap! (Programmiersprache) ,

Squeak , StarLogo ,

turtle graphics

Bücher

Jahr	Titel	Abrufe	IB	OB	KB	LB
1982	Mindstorms (Seymour Papert)	11, 19, 6, 5, 4, 7, 19, 8, 13, 12, 5, 18	342	47	18	5930
2002	Unlocking the Clubhouse (Jane Margolis, Allan Fisher)	5, 10, 5, 5, 3, 10, 7, 2, 8, 5, 7, 4	54	30	4	566
2004	Computer Science Education Research (Sally Fincher, Marian Petre)	3, 6, 8, 21, 3, 2, 11, 2, 6, 9, 3, 4	22	42	4	514
2005	ICER 2005 (Richard J. Anderson, Sally Fincher, Mark Guzdial)	7, 4, 1, 2, 1, 5, 6, 2, 7, 8, 4, 3	29	63	3	513
2008	ICER 2008 (Michael E. Caspersen, Raymond Lister, Mike Clancy)	3, 4, 5, 5, 2, 2, 9, 2, 4, 11, 4, 6	55	51	6	506
2010	Program or Be Programmed (Douglas Rushkoff)	9, 10, 2, 1, 1, 3, 10, 7, 7, 8, 5, 2	35	99	2	1074
2011	ITiCSE 2011 (Guido Rößling, Thomas L. Naps, Christian Spannagel)	7, 9, 2, 4, 5, 4, 9, 1, 8, 12, 9, 8	64	324	8	2971
2012	SIGCSE 2012 (Laurie A. Smith King, David R. Musicant, Tracy Camp, Paul T. Tymann)	8, 14, 8, 1, 2, 2, 18, 4, 15, 12, 8, 8	47	610	8	601
2013	Computer Science Education 3/2013	2, 3, 5, 6, 11, 4, 7, 1, 4, 4, 4, 1	26	42	1	567
2013	Computer Science Concepts in Scratch (Michal Armoni, Mordechai Ben-Ari)	2, 3, 6, 9, 2, 3, 10, 3, 7, 4, 5, 2	9	14	2	537
2013	ICER 2013 (Beth Simon, Alison Clear, Quintin I. Cutts)	2, 4, 7, 11, 2, 2, 7, 3, 5, 13, 8, 2	53	131	2	576
2013	Proceedings of the 8th Workshop in Primary and Secondary Computing Education, WiPSCE '13, Aarhus, Denmark, November 11-13, 2013 (Michael E. Caspersen, Maria Knobelsdorf, Ralf Romeike)	4, 5, 11, 2, 2, 2, 8, 3, 7, 7, 3, 4	29	165	4	454
2014	SIGCSE 2014 (J. D. Dougherty, Kris Nagel, Adrienne Decker, Kurt Eiselt)	3, 9, 11, 4, 2, 3, 17, 2, 10, 9, 6, 7	55	591	7	585

Texte

Jahr	Titel	Abrufe	IB	OB	KB	LB
2004	Programming Environments for Novices (Mark Guzdial)	3, 3, 9, 14, 2, 1, 9, 3, 5, 4, 4, 2	10	41	2	444
2005	Evaluating assessments of novice programming environments (Paul Gross, Kris Powers)	7, 1, 3, 6, 2, 5, 5, 3, 1, 3, 5, 2	3	13	2	346
2008	Relationships between reading, tracing and writing skills in introductory programming (Mike Lopez, Jacqueline L. Whalley, Phil Robbins, Raymond Lister)	3, 8, 14, 1, 1, 1, 4, 3, 1, 4, 2, 5	16	3	5	316
2009	Scratch: Programming for All (Mitchel Resnick, John Maloney, Andrés Monroy-Hernández, Natalie Rusk, Evelyn Eastmond, Karen Brennan, Amon Millner, Eric Rosenbaum, Jay Silver, Brian Silverman, Yasmin B. Kafai)	6, 30, 2, 2, 1, 6, 12, 4, 3, 9, 6, 6	88	28	6	1050
2011	Habits of programming in scratch (Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari)	2, 8, 10, 1, 2, 5, 11, 5, 2, 11, 4, 1	30	10	1	743
2012	Who AM I? (Lijun Ni, Mark Guzdial)		5	5	0	0
2013	Learning computer science concepts with Scratch (Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari)	6, 4, 6, 19, 3, 3, 9, 3, 2, 4, 4, 2	24	35	2	606
2013	Modeling the learning progressions of computational thinking of primary grade students (Linda M. Seiter, Brendan Foreman)	4, 6, 5, 2, 1, 1, 5, 3, 2, 6, 4, 2	17	7	2	323
2013	Designing productive gradations of tasks in primary programming education (Monika Gujberova, Ivan Kalas)		1	5	0	0
2013	Could you help me to change the variables? (Dimosthenis Makris, Kleomenis Euaggelopoulos, Konstantinos Chorianopoulos, Michail N. Giannakos)		2	6	0	0
2014	Curriculum is not enough (Joanna Goode, Jane Margolis, Gail Chapman)		8	5	0	0

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