Καλλιεργώντας την υπολογιστική σκέψη στην προσχολική εκπαίδευση με τη βοήθεια του ScratchJr
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.
Keywords: Computational thinking, coding skills, early childhood education, ScratchJr
Article Details
- Section
- Εισηγήσεις
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright under a Creative Commons Attribution that allows others to share the work with an acknowledgement of the work's authorship and initial publication in the proceedings.