Computer Programming in Elementary and Middle School

Abstract

Computing has impacted almost all aspects of life, making it increasingly important for the next generation to understand how to develop and use software. Yet, a lack of research on how children learn computer science and an already impacted elementary school schedule has meant that very few children have the opportunity to learn computer science prior to high school. This chapter introduces literature on teaching computer programming to elementary and middle school, highlights three studies that span elementary and middle school, and discusses how programming can be integrated into other content areas and address national standards.

C–H activation in bimetallic rhodium complexes to afford N-heterocyclic carbene pincer complexes

“…35 as well as the NHC-pincer complex [Rh(CO){C(NCHPhPCy 2 ) 2 C 2 H 2 }]BF 4 (1992 cm −1 ) 36 and [Rh(CO){C(NCH 2 PPh 2 ) 2 C 6 H 4 }]PF 6 (1995 cm −1 ). 37 Furthermore, the non-chelated NHC/phosphine salts [Rh(CO){C(NMe) 2 C 2 H 2 }(PPh 3 ) 2 ]ClO 4 38 a , b and [Rh(CO){C(NMe) 2 C 2 H 4 }(PPh 3 ) 2 ]ClO 4 38 c have ν CO = 2001 and 2008 cm −1 , respectively. This result is surprising given that perimidine-derived NHC ligands are considered to be more strongly donating than phosphines, imidazolylidene or benzimidazolylidene ligands, 9,10 which should result in a lower stretching frequency.…”

Differences in Students’ Computational Thinking Activities when Designing an Algorithm for Drawing Plane Figures

“…Since one must put oneself in the position of the turtle. The automatic feedback seems to play a central role in being able to correct errors independently (similar to Harlow et al, 2016). When executing the code, the learners can immediately see whether the turtle moves in the desired way.…”

“…Computational thinking generally describes a way of thinking that allows a problem to be described in a way that a computer could solve it (Grover & Pea, 2013;Harlow et al, 2016;Kotsopoulos et al, 2017;Wing, 2006). The term originated with Papert (1980), who developed the Logo programming language as a tool to allow learners to explore abstract mathematical concepts in a concrete way, thereby promoting mathematical learning.…”

“…This does not imply that teaching mathematics is no longer the primary objective, but rather that CT can be valuable as a standalone learning content in addition to a learning medium. Harlow et al (2016) offer preliminary evidence of how children can develop programming skills by drawing Turtle graphics for example. They also point out the potential to learn something through the feedback, for example if the figure drawn does not yet look as desired (ibid.).…”