Abstract
This article presents a large scale quasi-experiment to introduce primary school pupils to Computational Thinking. The aim is to enhance their capability to spot repetitive patterns and to express them as loops. Unplugged and plugged-in activities are used to train the pupils. Trace analysis and pre and post questionnaires were used to measure the impact of the intervention. This article deals with the 2018 session involving 20 classes. The results show a positive impact of the activities and give information about the skills acquired.
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Notes
- 1.
Association that organizes the Bebras computer science challenge in France (http://www.castor-informatique.fr).
- 2.
we have lost some logs due to a technical problem.
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Acknowledgments
This work is partially funded by the EU Interreg Dig-e-Lab project. We thank the France-IOI association for providing the platform for the experiment.
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Léonard, M., Peter, Y., Secq, Y. (2019). Patterns and Loops: Early Computational Thinking. In: Scheffel, M., Broisin, J., Pammer-Schindler, V., Ioannou, A., Schneider, J. (eds) Transforming Learning with Meaningful Technologies. EC-TEL 2019. Lecture Notes in Computer Science(), vol 11722. Springer, Cham. https://doi.org/10.1007/978-3-030-29736-7_21
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