From Virtual to Physical Problem Solving in Coding: A Comparison on Various Multi-Modal Coding Tools for Children Using the Framework of Problem Solving

From Virtual to Physical Problem Solving in Coding: A Comparison on Various Multi-Modal Coding Tools for Children Using the Framework of Problem Solving

Kening Zhu
Copyright: © 2018 |Pages: 18
ISBN13: 9781522532002|ISBN10: 1522532005|EISBN13: 9781522532019
DOI: 10.4018/978-1-5225-3200-2.ch008
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MLA

Zhu, Kening. "From Virtual to Physical Problem Solving in Coding: A Comparison on Various Multi-Modal Coding Tools for Children Using the Framework of Problem Solving." Teaching Computational Thinking in Primary Education, edited by Huseyin Ozcinar, et al., IGI Global, 2018, pp. 138-155. https://doi.org/10.4018/978-1-5225-3200-2.ch008

APA

Zhu, K. (2018). From Virtual to Physical Problem Solving in Coding: A Comparison on Various Multi-Modal Coding Tools for Children Using the Framework of Problem Solving. In H. Ozcinar, G. Wong, & H. Ozturk (Eds.), Teaching Computational Thinking in Primary Education (pp. 138-155). IGI Global. https://doi.org/10.4018/978-1-5225-3200-2.ch008

Chicago

Zhu, Kening. "From Virtual to Physical Problem Solving in Coding: A Comparison on Various Multi-Modal Coding Tools for Children Using the Framework of Problem Solving." In Teaching Computational Thinking in Primary Education, edited by Huseyin Ozcinar, Gary Wong, and H. Tugba Ozturk, 138-155. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3200-2.ch008

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Abstract

Using coding education to promote computational thinking and nurture problem-solving skills in children has become an emerging global trend. However, how different input and output modalities in coding tools affect coding as a problem-solving process remains unclear. Of interest are the advantages and disadvantages of graphical and tangible interfaces for teaching coding to children. We conducted four kids coding workshops to study how different input and output methods in coding affected the problem-solving process and class dynamics. Results revealed that graphical input could keep children focused on problem solving better than tangible input, but it was less provocative for class discussion. Tangible output supported better schema construction and casual reasoning and promoted more active class engagement than graphical output but offered less affordance for analogical comparison among problems. We also derived insights for designing new tools and teaching methods for kids coding.

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