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Modelling Zombies and Other Diseases

Faron Moller Orcid Logo, Stewart Powell, Phoebe Asplin, Daniel Archambault Orcid Logo, Cagatay Turkay, Graham McNeill, Max Sondag Sondag

Proceedings of the Sixth APSCE International Conference on Computational Thinking and STEM Education, Pages: 18 - 21

Swansea University Authors: Faron Moller Orcid Logo, Stewart Powell, Daniel Archambault Orcid Logo, Max Sondag Sondag

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DOI (Published version): 10.34641/ctestem.2022.457

Abstract

Computational thinking (CT) has been integrated into K- 12 curricula globally. With the growing trend of initiating CT in early childhood education, great effort has been made in developing age-appropriate courses targeting young children. This study aims to introduce an instructional unit of CT ins...

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Published in: Proceedings of the Sixth APSCE International Conference on Computational Thinking and STEM Education
ISBN: 978-94-6366-563-6
Published: Delft, The Netherlands TU Delft OPEN Publishing 2022
URI: https://cronfa.swan.ac.uk/Record/cronfa61011
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With the growing trend of initiating CT in early childhood education, great effort has been made in developing age-appropriate courses targeting young children. This study aims to introduce an instructional unit of CT instruction for children aged 5-7, Coding Galaxy-Foundation, where unplugged activities and digital game-based learning were applied. A public primary school in Hong Kong was invited for delivering the course, where Grade 1 and Grade 3 students were involved (N=57). Six lessons were selected, covering basic CT concepts including sequences, decomposition, events, relative direction, debugging, loops, pattern recognition, and conditionals. Each lesson consisted of three sections, namely, a) concept introduction with daily-life examples, b) unplugged activities based on puzzles, and c) digital game practices with Coding Galaxy game app. Students&#x2019; attainment from the course was assessed in both cognitive and attitudinal facets. 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spelling 2022-10-10T16:20:30.4425949 v2 61011 2022-09-03 Modelling Zombies and Other Diseases bf25e0b52fe7c11c473cc48d306073f7 0000-0001-9535-8053 Faron Moller Faron Moller true false 65070af98811fb701f17078102c4e7ac Stewart Powell Stewart Powell true false 8fa6987716a22304ef04d3c3d50ef266 0000-0003-4978-8479 Daniel Archambault Daniel Archambault true false cddcb8ff6471133067229223edabfe98 Max Sondag Sondag Max Sondag Sondag true false 2022-09-03 SCS Computational thinking (CT) has been integrated into K- 12 curricula globally. With the growing trend of initiating CT in early childhood education, great effort has been made in developing age-appropriate courses targeting young children. This study aims to introduce an instructional unit of CT instruction for children aged 5-7, Coding Galaxy-Foundation, where unplugged activities and digital game-based learning were applied. A public primary school in Hong Kong was invited for delivering the course, where Grade 1 and Grade 3 students were involved (N=57). Six lessons were selected, covering basic CT concepts including sequences, decomposition, events, relative direction, debugging, loops, pattern recognition, and conditionals. Each lesson consisted of three sections, namely, a) concept introduction with daily-life examples, b) unplugged activities based on puzzles, and c) digital game practices with Coding Galaxy game app. Students’ attainment from the course was assessed in both cognitive and attitudinal facets. The results indicated that the course was effective in sustaining students’ CT cognitive performance and improving students’ coding attitudes, and female and Grade 3 cohorts were the most beneficiaries. Implications for further research and educational practices are discussed. Conference Paper/Proceeding/Abstract Proceedings of the Sixth APSCE International Conference on Computational Thinking and STEM Education 18 21 TU Delft OPEN Publishing Delft, The Netherlands 978-94-6366-563-6 6 10 2022 2022-10-06 10.34641/ctestem.2022.457 COLLEGE NANME Computer Science COLLEGE CODE SCS Swansea University Not Required 2022-10-10T16:20:30.4425949 2022-09-03T18:32:17.6173569 Faculty of Science and Engineering School of Mathematics and Computer Science - Computer Science Faron Moller 0000-0001-9535-8053 1 Stewart Powell 2 Phoebe Asplin 3 Daniel Archambault 0000-0003-4978-8479 4 Cagatay Turkay 5 Graham McNeill 6 Max Sondag Sondag 7 61011__25071__943e132e8c254f948d565209343a9bae.pdf CTE-STEM22.pdf 2022-09-03T18:45:20.3873418 Output 1238594 application/pdf Version of Record true This work is licensed under a Creative Commons Attribution 4.0 International License. true eng https://creativecommons.org/licenses/by/4.0/
title Modelling Zombies and Other Diseases
spellingShingle Modelling Zombies and Other Diseases
Faron Moller
Stewart Powell
Daniel Archambault
Max Sondag Sondag
title_short Modelling Zombies and Other Diseases
title_full Modelling Zombies and Other Diseases
title_fullStr Modelling Zombies and Other Diseases
title_full_unstemmed Modelling Zombies and Other Diseases
title_sort Modelling Zombies and Other Diseases
author_id_str_mv bf25e0b52fe7c11c473cc48d306073f7
65070af98811fb701f17078102c4e7ac
8fa6987716a22304ef04d3c3d50ef266
cddcb8ff6471133067229223edabfe98
author_id_fullname_str_mv bf25e0b52fe7c11c473cc48d306073f7_***_Faron Moller
65070af98811fb701f17078102c4e7ac_***_Stewart Powell
8fa6987716a22304ef04d3c3d50ef266_***_Daniel Archambault
cddcb8ff6471133067229223edabfe98_***_Max Sondag Sondag
author Faron Moller
Stewart Powell
Daniel Archambault
Max Sondag Sondag
author2 Faron Moller
Stewart Powell
Phoebe Asplin
Daniel Archambault
Cagatay Turkay
Graham McNeill
Max Sondag Sondag
format Conference Paper/Proceeding/Abstract
container_title Proceedings of the Sixth APSCE International Conference on Computational Thinking and STEM Education
container_start_page 18
publishDate 2022
institution Swansea University
isbn 978-94-6366-563-6
doi_str_mv 10.34641/ctestem.2022.457
publisher TU Delft OPEN Publishing
college_str Faculty of Science and Engineering
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hierarchy_top_id facultyofscienceandengineering
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hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Mathematics and Computer Science - Computer Science{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Mathematics and Computer Science - Computer Science
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description Computational thinking (CT) has been integrated into K- 12 curricula globally. With the growing trend of initiating CT in early childhood education, great effort has been made in developing age-appropriate courses targeting young children. This study aims to introduce an instructional unit of CT instruction for children aged 5-7, Coding Galaxy-Foundation, where unplugged activities and digital game-based learning were applied. A public primary school in Hong Kong was invited for delivering the course, where Grade 1 and Grade 3 students were involved (N=57). Six lessons were selected, covering basic CT concepts including sequences, decomposition, events, relative direction, debugging, loops, pattern recognition, and conditionals. Each lesson consisted of three sections, namely, a) concept introduction with daily-life examples, b) unplugged activities based on puzzles, and c) digital game practices with Coding Galaxy game app. Students’ attainment from the course was assessed in both cognitive and attitudinal facets. The results indicated that the course was effective in sustaining students’ CT cognitive performance and improving students’ coding attitudes, and female and Grade 3 cohorts were the most beneficiaries. Implications for further research and educational practices are discussed.
published_date 2022-10-06T04:19:35Z
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