Teaching Computing without Computers: Unplugged Computing as a Pedagogical Strategy

Busuttil, Leonard; Formosa, Marquita

doi:10.15388/infedu.2020.25

Cited by 16 publications

(15 citation statements)

References 15 publications

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“…The finding of the participants' self-assessment of emotional efficiency shows that the majority of participants had a positive attitude toward the adapted curriculum. This is consistent with previous researchers' findings that such courses are often appealing to children (BUSUTTIL & FORMOSA, 2020;Rodriguez et al, 2016). The outliers in this research need to be discussed separately -the only unhappy evaluation.…”

Section: Acceptance Of Chinese Young Childrensupporting

confidence: 91%

Characteristics and problems of unplugged computer science curriculum for young children

Bao

Chen

2022

Int J Innov Educ Res

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With the progress of computer science education in recent years, more and more educators have brought attention to computer science education among young children. Among all these strategies, the unplugged form has been shown to be more effective in teaching. However, recent studies have focused more on the impact of unplugged computer science courses on young children and less on whether these courses are appropriate for the developmental stage of young children. Therefore, this research summarized the curriculum characteristics by comparing different series of unplugged courses for young children from four nations. Then, in a 7-day workshop conducted in China's urban areas, we explored the issues that arise in the implementation of these courses. This research reveals that, although the existing courses cater to a young age range, four issues can still be found, including difficulty, ability difference, too much cooperation, and emphasis on abstraction. Some of these issues may be handled by instructors, while others need consideration of the connection between curriculum design and the physical and cognitive development levels of young children. Furthermore, this research explored the acceptance of unplugged computer science among Chinese young children as well as its impact on their computational thinking level, achieving positive results.

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Section: Acceptance Of Chinese Young Childrensupporting

confidence: 91%

Characteristics and problems of unplugged computer science curriculum for young children

Bao

Chen

2022

Int J Innov Educ Res

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“…Fun-filled, engaging and entertaining are benefits of using unplugged in a formal setting of the classroom; as many activities have an element of storytelling, and are kinaesthetic and gender neutral. A potential limitation is that unplugged computing is more effective when combined with other pedagogies [52].…”

Section: A Pedagogies For Teaching Theory and Computing Conceptsmentioning

confidence: 99%

Square Pegs and Round Holes: Pedagogy for Autistic Students in Computing Education

Shah,

Elliott,

Nedungadi

2024

IEEE Trans. Educ.

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This study proffers a practical flexible framework for teachers and researchers embodying diverse computing pedagogies, to impart computing education (CE) to autistic students. The framework is based on the tenets of inclusion and personalised learning manipulating explicit CE pedagogies.Background: Research and anecdotal evidence exhort that autistic learners tend to favor coursework and careers in the STEM domain. Specifically, autistic young people excel in the fields of computing and programming. Computing is very logical and precise and seems to suit the strengths that categorize autism. Yet, the needs of autistic students are still not being met in the classroom as the education sector continues to explore inclusive models for teaching and learning.Intended Outcomes: The CE pedagogies infrastructure is propitious to augment the learning potential of autistic students.Application Design: The CE framework was developed pursuant to a mixed-methods study, encompassing a literature review, ethnographic experiences of this article's authors, a survey of computing and autism specialist teachers, and teacher interviews.Findings: This study's findings underscore that teachers are predisposed to what they know, and are not always aware of the emerging pedagogies beneficial to their pupils. Unplugged computing, physical computing, and predict, run, investigate, modify, and make (PRIMM) were adjudged as the most coveted pedagogical tools for autistic pupils. The greatest gaps in teachers' experience and knowledge were concept maps followed by semantic waves. Although autistic pupils seem to respond best to hands-on activities, teachers require a greater understanding of the range of computing pedagogies, as well as inclusive education.

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“…No entanto, essa estratégia pode não funcionar para todos. Bell (2021) identifica alguns principais desafios: os professores precisam de apoio para identificar atividades desplugadas; em segundo lugar, essa estratégia precisa ser combinada com outras pedagogias para cobrir todos os objetivos de aprendizagem esperados do currículo (Hermans & Aivaloglou, 2017;Busuttil & Formosa, 2020); e a escolha do contexto de aprendizagem. Um ambiente fora da sala de aula (como ginásio, laboratórios), mais ainda no ambiente escolar mostra-se capaz de contribuir para seu sucesso, apesar das limitações associadas a esse ambiente (por exemplo, a falta de recursos alternativos) (Busuttil & Formosa, 2020).…”

Section: Referencial Teóricounclassified

Como ensinar Aspectos de IHC de forma desplugada? O uso de um espaço cultural como metáfora de interação

Furtado,

Furtado

2023

RBIE

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O ensino de conceitos de Interação Humano-Computador (IHC) consiste geralmente de atividades de análise e de design de produtos interativos. É possível então ensinar IHC de forma “desplugada” onde o computador seja invisível para o aluno, como postulou Don Norman? Este artigo traz um relato de uma experiência de ensino onde alunos foram instruídos a observar aspectos de IHC em um espaço cultural que reúne obras de arte sobre a história do descobrimento do Brasil. 25 alunos visitaram o espaço para realizar observações e depois preencher um formulário de avaliação. Os resultados apontaram que a metodologia de ensino em um ambiente construído pode favorecer o desenvolvimento de competências educacionais, bem como trazer outros ganhos inesperados ao deixar alunos animados com a disciplina e com outras áreas de estudo como arte e história. A metodologia é descrita de modo a ser replicada em outros contextos onde espaços são utilizados como metáfora de interação para o estudo de aspectos de IHC.

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Teaching Computing without Computers: Unplugged Computing as a Pedagogical Strategy

Cited by 16 publications

References 15 publications

Characteristics and problems of unplugged computer science curriculum for young children

Characteristics and problems of unplugged computer science curriculum for young children

Square Pegs and Round Holes: Pedagogy for Autistic Students in Computing Education

Como ensinar Aspectos de IHC de forma desplugada? O uso de um espaço cultural como metáfora de interação

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