Unplugged activities as a catalyst when teaching introductory programming

Abstract

An unplugged approach to teaching enables students to explore Computational Thinking without using a computer. It might appear that if students are to learn programming, they should focus on computerbased work; however, it appears that using "unplugged" activities before engaging in computer-based coding (programming) activities for each unit of work leads to better outcomes for students in the same amount of time. In this paper we explore why this could be the case, by reviewing literature that reports on these experiences, and also using different theoretical lenses (Notional Machines, Semantic Profiles, and the Zone of Proximal Development) to analyse how the combination of experiences can engage students. We also explore how the approach integrates with mathematics education.

VisualPDE: Rapid Interactive Simulations of Partial Differential Equations

“…From this perspective, accessible and interactive simulations can provide a crucial tool for people to gain an understanding of more advanced topics without the need to build an expert knowledge of this from scratch. These ideas have already been pioneered in teaching coding skills by using 'unplugged programming' methods that do not employ computers or traditional code (Sun et al 2021;Munasinghe et al 2023).…”

Computational thinking for young indigenous learners in New Zealand

“…Learning how to teach and teaching activities that are "unplugged" can assist teachers to develop both (Bell & Henderson, 2022). "Unplugged" is considered a pedagogical approach and are activities are those that engage students in a range of activities that assist the understanding of key concepts important to computational thinking such as sequencing or orientation without digital devices (Munasinghe et al, 2023).…”