Learning Algorithmic Thinking with Tangible Objects Eases Transition to Computer Programming

Abstract

Learning algorithmic thinking can start in early years and must be oriented on the thinking ability of young children. Suitable environments with tangible objects and easy to understand problems motivate the young to learn the first concepts of algorithms. We present in this paper a learning scenario Tim the Train for primary school children, that involves tangible objects and allows a variety of interesting tasks to learn basic concepts of algorithmic thinking. We also show how a smooth transition from a playful environment with tangible objects to a virtual Scratch/BYOB environment may help the young learners to learn their first steps in understanding virtual environments and programming concepts.