Evaluation of Early Introduction to Concurrent Computing Concepts in Primary School

  • Eleni Fatourou
  • Nikolaos C. Zygouris
  • Thanasis Loukopoulos
  • Georgios I. Stamoulis
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 715)

Abstract

Learning computer programming is a basic literacy in the digital age, which helps children develop creative problem solving, logical thinking and mental flexibility. Many countries have introduced computer science in their curriculum. For example, in the educational system of United Kingdom, pupils are introduced to computer science topics from the age of six, while in Greece the teaching of computer programming commences at the age of eleven. Given differences in culture, available infrastructures, as well as the age pupils are introduced to computer science, the challenge of forming a computer science curriculum that not only offers basic background but expands the cognitive horizon and cultivates the imagination of students, still remains a challenge. Towards this end, this study focuses on exploring the potential merits of introducing concurrent programming concepts early in the learning process. Results indicate that uninitiated to programming pupils at the age of eleven were able to comprehend basic concurrency topics, while pupils at the age of twelve with some programming familiarity were able to understand more advanced concepts and use them successfully for problem solving.

Keywords

Concurrent programming Constructivism Scratch 

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Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  • Eleni Fatourou
    • 1
  • Nikolaos C. Zygouris
    • 1
  • Thanasis Loukopoulos
    • 2
  • Georgios I. Stamoulis
    • 1
    • 3
  1. 1.Computer Science DepartmentUniversity of ThessalyLamiaGreece
  2. 2.Computer Science and Biomedical Informatics DepartmentUniversity of ThessalyLamiaGreece
  3. 3.Electrical and Computer Engineering DepartmentUniversity of ThessalyVolosGreece

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