Computational thinking in K-2 classrooms: Evidence from student artifacts (fundamental)
Conference
Dasgupta, A, Rynearson, AM, Purzer, S et al. (2017). Computational thinking in K-2 classrooms: Evidence from student artifacts (fundamental)
. 2017-June
Dasgupta, A, Rynearson, AM, Purzer, S et al. (2017). Computational thinking in K-2 classrooms: Evidence from student artifacts (fundamental)
. 2017-June
Integrated learning is fundamental in the current era of STEM education. However, articulating evidence of learning in such complex learning environments can be a challenge. This is especially true in elementary grades where developmentally-appropriate practices are not fully defined and understood yet. One of the newest additions to the integrated STEM discussion is computational thinking (i.e., STEM+C). The purpose of this research is to explore computational thinking practices in one Kindergarten classroom during the implementation of an integrated unit. Student artifacts were collected, deidentified, and analyzed for understanding of computational thinking. Using artifact analysis, student worksheets and prototypes designed were examined for evidence of computational thinking competencies prompted by the STEM+C lesson units. This paper provides evidence of how kindergarten students engage with computational thinking through analysis of student work. Students successfully convert an existing color pattern into letters but have difficulty writing a complete pattern with repeatable units. Students also reveal difficulty with pattern abstraction as evident from prototypes designs that mismatched with their selected patterns design.
