Enthusing &amp; inspiring with reusable kinaesthetic activities

Curzon, Paul; McOwan, Peter W.; Cutts, Quintin; Bell, Tim

doi:10.1145/1595496.1562911

Cited by 14 publications

(8 citation statements)

References 15 publications

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“…It originated with the CS Unplugged project in New Zealand Nishida et al 2009) and has resulted in many related, kinaesthetic activities which stimulate an understanding of a concept in a very concrete and practical way. In a similar way, CS4FN (Computer Science for Fun) (Curzon et al 2009) have generated many unplugged-style engaging activities and approaches by emphasising the importance of analogy as well as a kinaesthetic activity.…”

Section: The 'Unplugged' Approachmentioning

confidence: 99%

Computing in the curriculum: Challenges and strategies from a teacher’s perspective

2016

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Computing is being introduced into the curriculum in many countries. Teachers' perspectives enable us to discover what challenges this presents, and also the strategies teachers claim to be using successfully in teaching the subject across primary and secondary education. The study described in this paper was carried out in the UK in 2014 where teachers were preparing for the mandatory inclusion of Computing into the curriculum. A survey was conducted of over 300 teachers who were currently teaching Computing to elicit their perspectives on challenges and strategies. From the analysis of the data, extrinsic and intrinsic challenges were identified for both teachers and students. In addition, a variety of pedagogical strategies were recommended by teachers from their own practice. In categorising approaches taken by teaching to support students five key themes emerged: unplugged type activities, contextualisation of tasks, collaborative learning, developing computational thinking, and scaffolding programming tasks. Further investigation could support whether these strategies can alleviate the challenges of teaching and learning of Computing for students and teachers. In particular developing student resilience in Computing is seen as a challenge while not many strategies are suggested. The results of this study will be useful for teachers who are new to the teaching of Computing.

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Section: The 'Unplugged' Approachmentioning

confidence: 99%

Computing in the curriculum: Challenges and strategies from a teacher’s perspective

2016

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“…They are anxious when having to develop new learning resources and use novel technologies in class (Meerbaum-Salant, Armoni, & Ben-Ari, 2013). Some teachers are not confident in dealing with new and unfamiliar teaching materials (Curzon et al, 2009). The lack of confidence is correlated with the low self-efficacy in teaching the subject (Sandholtz & Ringstaff, 2014).…”

Section: Teaching Computational Thinking and The Challenges Involvedmentioning

confidence: 99%

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Bower¹,

Wood²,

Lai³

et al. 2017

AJTE

154

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“…In addition to this, the Computer Science Unplugged activities can be interpreted as a set of kinesthetic learning activities as thus have been advocated also as a resource for teaching [7].…”

Section: (Learning) Objectivesmentioning

confidence: 99%

“…cial effects of Computer Science Unplugged towards recruitment and motivation [3,12,16,22]. However, in contrast to the explicit connection to a curriculum and despite that Computer Science Unplugged is said to be a useful teaching resource [7], there are surprisingly few studies related to the actual use of this material in a regular classroom setting.…”

Section: Introductionmentioning

confidence: 99%