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Developing computational thinking through pattern recognition in early years education / Ana C. Calderon; Tom Crick; Catherine Tryfona

Proceedings of the 2015 British HCI Conference, Pages: 259 - 260

Swansea University Author: Crick, Tom

DOI (Published version): 10.1145/2783446.2783600

Abstract

Alongside recent UK initiatives on computing education, coupled with demands for the development of broader societal digital competencies, we propose that computational thinking skills can be taught to early year students and highlight a method for teaching a specific aspect, namely pattern recognit...

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Published in: Proceedings of the 2015 British HCI Conference
ISBN: 978-1-4503-3643-7
Published: Lincoln, UK ACM 2015
Online Access: https://dl.acm.org/citation.cfm?doid=2783446.2783600
URI: https://cronfa.swan.ac.uk/Record/cronfa43382
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first_indexed 2018-08-14T15:01:05Z
last_indexed 2018-10-22T13:22:21Z
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spelling 2018-10-22T11:47:12Z v2 43382 2018-08-14 Developing computational thinking through pattern recognition in early years education Tom Crick Tom Crick true 0000-0001-5196-9389 false 200c66ef0fc55391f736f6e926fb4b99 9971fd6d74987b78a0d7fce128f8c721 z93Ri4T5hwMLTfh+6XG11n2HZhUyFASdV1DFdgIIhKs= 2018-08-14 EDUC Alongside recent UK initiatives on computing education, coupled with demands for the development of broader societal digital competencies, we propose that computational thinking skills can be taught to early year students and highlight a method for teaching a specific aspect, namely pattern recognition. Although our example might appear specific to this context, we identify how this could readily be extended to a broader class of educational settings, proposing an underlying pedagogical framework. Finally, a proof-of-concept prototype, corresponding to the implementation of the method, is highlighted. Conference contribution Proceedings of the 2015 British HCI Conference 259 260 ACM Lincoln, UK 978-1-4503-3643-7 13 7 2015 2015-07-13 10.1145/2783446.2783600 https://dl.acm.org/citation.cfm?doid=2783446.2783600 2015 British HCI Conference College of Arts and Humanities School of Education CAAH EDUC None 2018-10-22T11:47:12Z 2018-08-14T15:44:57Z College of Science Computer Science Ana C. Calderon 1 Tom Crick 0000-0001-5196-9389 2 Catherine Tryfona 3 0043382-02092018065930.pdf HCI2015_submitted.pdf 2018-09-02T06:59:30Z Output 167594 application/pdf AM true Updated Copyright 22/10/2018 2018-09-02T00:00:00 true eng
title Developing computational thinking through pattern recognition in early years education
spellingShingle Developing computational thinking through pattern recognition in early years education
Crick, Tom
title_short Developing computational thinking through pattern recognition in early years education
title_full Developing computational thinking through pattern recognition in early years education
title_fullStr Developing computational thinking through pattern recognition in early years education
title_full_unstemmed Developing computational thinking through pattern recognition in early years education
title_sort Developing computational thinking through pattern recognition in early years education
author_id_str_mv 200c66ef0fc55391f736f6e926fb4b99
author_id_fullname_str_mv 200c66ef0fc55391f736f6e926fb4b99_***_Crick, Tom
author Crick, Tom
author2 Ana C. Calderon
Tom Crick
Catherine Tryfona
format Conference contribution
container_title Proceedings of the 2015 British HCI Conference
container_start_page 259
publishDate 2015
institution Swansea University
isbn 978-1-4503-3643-7
doi_str_mv 10.1145/2783446.2783600
publisher ACM
college_str College of Science
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hierarchy_top_title College of Science
hierarchy_parent_id collegeofscience
hierarchy_parent_title College of Science
department_str Computer Science{{{_:::_}}}College of Science{{{_:::_}}}Computer Science
url https://dl.acm.org/citation.cfm?doid=2783446.2783600
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description Alongside recent UK initiatives on computing education, coupled with demands for the development of broader societal digital competencies, we propose that computational thinking skills can be taught to early year students and highlight a method for teaching a specific aspect, namely pattern recognition. Although our example might appear specific to this context, we identify how this could readily be extended to a broader class of educational settings, proposing an underlying pedagogical framework. Finally, a proof-of-concept prototype, corresponding to the implementation of the method, is highlighted.
published_date 2015-07-13T12:12:10Z
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score 10.810247