Καλλιεργώντας την υπολογιστική σκέψη στην προσχολική εκπαίδευση με τη βοήθεια του ScratchJr

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Δημοσιευμένα: Σεπ 4, 2024
DOI: https://doi.org/10.12681/elrie.7127
Λέξεις-κλειδιά:
Υπολογιστική Σκέψη, δεξιότητες κωδικοποίησης, προσχολική εκπαίδευση, ScratchJr . Computational thinking, coding skills, early childhood education, ScratchJr.
Κωνσταντίνα Λούκα
Εκπαιδευτικός
Σταμάτιος Παπαδάκης
Πανεπιστήμιο Κρήτης
Μιχαήλ Καλογιαννάκης
Πανεπιστήμιο Θεσσαλίας
Περίληψη
Περίληψη

Διαφορετικά περιβάλλοντα προγραμματισμού ισχυρίζονται ότι έχουν σχεδιαστεί για να διδάξουν υπολογιστική σκέψη (ΥΣ) και δεξιότητες κωδικοποίησης σε παιδιά προσχολικής ηλικίας. Ωστόσο, η έρευνα για την αποτελεσματικότητά τους βρίσκεται ακόμη σε αρχικό στάδιο. Χρησιμοποιώντας μια διδακτική παρέμβαση τριών εβδομάδων, η παρούσα μελέτη διερεύνησε την αποτελεσματικότητα του ScratchJr στην προώθηση της ΥΣ και των βασικών δεξιοτήτων κωδικοποίησης σε παιδιά προσχολικής ηλικίας (Ν=32, 4-6 ετών). Αν και η μέση επίδοση της ομάδας ελέγχου (M=7.07, SD=2.58) στον προέλεγχο ήταν σημαντικά υψηλότερη από αυτή της πειραματικής ομάδας (M=5.35, SD=1.58), t(22,64) = 2.23, p=.036, μετά την παρέμβαση και οι δύο μέθοδοι διδασκαλίας αποδείχθηκαν αποτελεσματικές. Ωστόσο, η ανάλυση δεδομένων αποκάλυψε μια στατιστικά σημαντική βελτίωση σε παιδιά προσχολικής ηλικίας των οποίων η εκπαιδευτική παρέμβαση περιελάμβανε το ScratchJr. Τα αποτελέσματα υποστηρίζουν την αποτελεσματικότητα του συγκεκριμένου περιβάλλοντος προγραμματισμού στην ανάπτυξη δεξιοτήτων ΥΣ και κωδικοποίησης σε παιδιά προσχολικής ηλικίας.


Abstract

Numerous distinct programming environments purport to be tailored for instructing preschool children in computational thinking (CT) and coding proficiencies. Nevertheless, research into their efficacy remains at an early stage. This study, utilizing a didactic intervention spanning three weeks, endeavors to explore the effectiveness of ScratchJr in fostering CT and fundamental coding abilities among a cohort of preschool children (N=32, aged 4-6 years). While the initial performance mean of the control group (M=7.07, SD=2.58) significantly surpassed that of the experimental group (M=5.35, SD=1.58), t(22.64) = 2.23, p=.036, an approximately commensurate performance mean was observed between the two groups following the intervention. However, an in-depth examination of the data unveiled a statistically significant enhancement in the preschool children who underwent educational intervention with ScratchJr. These findings corroborate the effectiveness of this particular programming environment in cultivating CT and coding competencies in preschool-aged children.

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Creative Commons License

Αυτή η εργασία είναι αδειοδοτημένη υπό το CC Αναφορά Δημιουργού 4.0.

Οι συγγραφείς των άρθρων που δημοσιεύονται στα πρακτικά του συνεδρίου για την «Εκπαίδευση, Δια Βίου Μάθηση, Έρευνα και Τεχνολογική Ανάπτυξη, Καινοτομία και Οικονομία»διατηρούν τα δικαιώματα πνευματικής ιδιοκτησίας επί των άρθρων τους. Άρθρα που δημοσιεύονται στα πρακτικά διατίθενται με άδεια Creative Commons 4.0 και σύμφωνα με την άδεια μπορούν να χρησιμοποιούνται ελεύθερα, με αναφορά στο/στη συγγραφέα και στην πρώτη δημοσίευση για μη κερδοσκοπικούς σκοπούς και με δικαίωμα τροποποίησης μόνον με παρόμοια διανομή (αν αναμείξετε, τροποποιήσετε, ή δημιουργήσετε πάνω στο υλικό, πρέπει να διανείμετε τις δικές σας συνεισφορές υπό την ίδια άδεια όπως και το πρωτότυπο)
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