Computational Thinking in K-2 Classrooms: Evidence from Student Artifacts (Fundamental)
Annwesa P. Dasgupta, Anastasia M. Rynearson, Şenay Purzer, Hoda Ehsan, Monica Cardella · 2018
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. BackgroundComputational thinking is one of the fundamental competencies in the current era of integrated science, technology, engineering, and mathematics (STEM) education.However, articulating evidence of learning in such complex integrated learning environments can be a challenge.This is especially true in elementary grades where developmentally-appropriate practices are not yet fully defined and understood.Computational thinking incorporates common practices with other STEM disciplines.Computational thinking as not simply programming but the overlap between mathematical thinking and engineering thinking.1 In this paper, we investigate computational thinking and practices in Kindergarten classrooms with children approximately four to five years old.These early ages are when children are able to recognize patterns and engage in early computational thinking.2,3 One of the essential questions on computational thinking in K-12 education is, "what does learning to think computationally looks like in the classroom, among young learners?" 4 A part of this question is being able to observe and identify when children are practicing computational thinking, computationally.One recommendation when studying computational thinking is the collection of multiple sources of information.5 These could include performance assessments targeting specific competencies such as algorithmic thinking and abstraction, computer log data in the case of programming a game, and analysis of student artifacts. Computational Thinking in Elementary SchoolsComputational thinking has recently gained attention in K-12 education given the growth of technology and digital computers in the 21 st century and the demands for employees with * Old: Pattern already exists in worksheet.New: Pattern does not exist but originally created by student.Horizontal: Pattern repeats horizontally.Vertical: Pattern repeats vertically.Not: Not a pattern either horizontally or vertically.