Invited Commentary Just Using Computers for Any Subject is Not Enough to Acquire Computational Thinking in Early Childhood Education
Conteúdo do artigo principal
Downloads
Detalhes do artigo
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Os direitos autorais dos artigos publicados na Revista Psicologia: Teoria e Prática pertencem aos autores, que concedem à Universidade Presbiteriana Mackenzie os direitos não exclusivos de publicação do conteúdo.
Referências
Bers, M. U. (2019). Coding as another language: A pedagogical approach for teaching computer science in early childhood. Journal of Computers in Education, 6, 499–528. https://doi.org/10.1007/s40692-019-00147-3
Bers, M. U., González-González, C., & Armas-Torres, M. B. (2019). Coding as a playground: Promoting positive learning experiences in childhood classrooms. Computers & Education, 138, 130–145. https://doi.org/10.1016/j.compedu.2019.04.013
Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education, 3(2), 63–68. https://doi.org/10.1016/j.tine.2013.12.001
Denning, P. J. (Ed.). (1989). A debate on teaching computing science. Communications of the ACM, 32(12), 1397–1414. https://doi.org/10.1145/76380.76381
Di Lieto, M. C., Pecini, C., Castro, E., Inguaggiato, E., Cecchi, F., Dario, P., Cioni, G., & Sgandurra, G. (2020). Empowering executive functions in 5- and 6-year-old typically developing children through educational robotics: An RCT study. Frontiers in Psychology, 10, 3084. https://doi.org/10.3389/fpsyg.2019.03084
Hermida, M. J., Goldin, A. P., Perez Santangelo, A., Lipina, S. J., & Schapachnik, F. P. (2022, September 11–14). Effects of teaching programming on executive functions in children from low socioeconomic status. 3rd FALAN Congress, Belem, Brazil. https://osf.io/s4h35/?view_only=6bce1ce66daf4855b6d63110bb495132
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49–100. https://doi.org/10.1006/cogp.1999.0734
Moffett, L., & Morrison, F. J. (2020). Off-task behavior in kindergarten: Relations to executive function and academic achievement. Journal of Educational Psychology, 112(5), 938–955. https://doi.org/10.1037/edu0000397
Myers, E. K. (2021). The role of executive function and self-regulation in the development of computational thinking. In M. Bers (Ed.), Teaching computational thinking and coding to young children (pp. 64–83). IGI Global. https://doi.org/10.4018/978-1-7998-7308-2
Robertson, J., Gray, S., Toye, M., & Booth, J. (2020). The relationship between executive functions and computational thinking. International Journal of Computer Science Education in Schools, 3(4), 35–49. https://doi.org/10.21585/ijcses.v3i4.76
Wing, J. M. (2011). Research notebook: Computational thinking--what and why? The Link – Magazine of Carnegie Mellon University’s School of Computer Science. https://www.cs.cmu.edu/link/research-notebook-computational-thinking-what-and-why