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Computational thinking through unplugged activities in early years of Primary Education

机译：小学教育初期通过不插电的活动进行计算思考

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The inclusion of computational thinking (CT) in the classroom is something that the present and future society is demanding. However, this domain remains largely unexplored, especially in the first years of Primary Education. The purpose of this study is to evaluate whether the inclusion of the so-called unplugged activities favours the development of CT in the students of the early years of Primary Education. To this end, a quasi-experimental study has been carried out to explore the eventual benefit of a mixed approach that combines both unplugged and plugged-in activities. In particular, 84 second-grade students took part in the experiment. Three questions were evaluated: the development of their CT skills, their motivation towards the proposed instruction, and the influence of students' gender in the two previous areas. The intervention was designed on a selection of activities extracted from Code.org courses, and was divided into two phases, one in which one group worked with unplugged activities and the other with plugged-in activities, and a second where both groups worked with plugged-in activities. Analysing the three proposed questions through tests performed before, in between and after the instruction, it is concluded that the inclusion of unplugged activities in the instruction seems beneficial taking into account CT, motivation and gender.
机译：当前和未来社会都要求在教室中加入计算思维（CT）。但是，这个领域在很大程度上仍未开发，尤其是在初等教育的头几年。这项研究的目的是评估是否包括所谓的不插电活动是否有利于初等教育初期的学生发展CT。为此，已经进行了一项准实验研究，以探索结合了未插入和已插入活动的混合方法的最终好处。特别是，有84名二年级学生参加了实验。评估了三个问题：他们的CT技能的发展，他们对拟议教学的动机以及在前两个领域中学生的性别影响。干预措施是根据从Code.org课程中摘录的一系列活动设计的，分为两个阶段，一个阶段，一个小组处理未插入的活动，另一个小组进行插入的活动，第二个阶段两个小组在进行插入的活动活动。通过在教学前，教学中和教学后进行的测试对三个提出的问题进行分析，得出的结论是，考虑到CT，动机和性别，在教学中包括不插电的活动似乎是有益的。

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