Unleashing the potential: illuminating pedagogical strategies employed by early childhood educators in stem education for cultivating algorithmic thinking skills in young learners

Abanoz T., Kalelioğlu F.

EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL, sa.online, ss.1-21, 2024 (SSCI)

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1080/1350293x.2024.2339274
  • Dergi Adı: EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), DIALNET
  • Sayfa Sayıları: ss.1-21
  • Ankara Üniversitesi Adresli: Evet

Özet

In the digital age, it's crucial to equip children with twenty-first-century skills, including programming and other competencies such as creativity, analytical thinking, and collaboration. This study introduces an integrated STEM (Science, Technology, Engineering, and Mathematics) curriculum focused on computer science for educators. It explores the pedagogical strategies employed by early childhood teachers to enhance children’s algorithmic thinking skills. Descriptive analysis of videos depicting coding instruction in three cases revealed that teachers used question & answer and unplugged strategies to support algorithmic thinking. However, these practices primarily targeted lower-order thinking skills. Teachers employed algorithm design, reading and tracing code as programming-specific approaches. Additionally, worksheets with puzzles/grids and grid board games were commonly used as scaffolding materials in coding activities.