What is the Problem? A Situated Account of Computational Thinking as Problem-Solving in Two Danish Preschools
| dc.contributor.author | Odgaard, Ane Bjerre | |
| dc.date.accessioned | 2022-05-30T08:56:49Z | |
| dc.date.available | 2022-05-30T08:56:49Z | |
| dc.date.issued | 2022 | |
| dc.description.abstract | This paper presents a case study of in situ activities in two Danish preschools. In the activities, learning computational thinking (CT) plays a central part. The participating 4- to 5-year-old children are invited by an external educator to employ tangibles, such as robots, for structured problem-solving tasks within an overall narrative framing. In accordance with elaborations on CT as a problem-solving strategy, it is examined how the children engage in CT as problem-solving. The activities are part of a municipal initiative that involves preschools in a larger Danish city. The aim of this municipal initiative is to support young children’s understanding of technologies, coding and robotics as an element of twenty-first century skills. Based on video observations, the study provides a situated account of how the children engage in problem-solving in the observed activities. In empirical terms, the study shows how problem-solving tasks, such as programming a robot to move from A to B, merge with complex endeavors of engaging meaningfully with things and people in social situations. These empirical findings are analyzed by employing theoretical conceptualizations of problem-solving from a sociocultural perspective. This leads to a critical discussion regarding the relevance, potentials and pitfalls of introducing CT through problem-solving tasks with tangible tools in Danish preschool settings. | de |
| dc.identifier.doi | 10.1007/s13218-021-00752-4 | |
| dc.identifier.pissn | 1610-1987 | |
| dc.identifier.uri | http://dx.doi.org/10.1007/s13218-021-00752-4 | |
| dc.identifier.uri | https://dl.gi.de/handle/20.500.12116/38661 | |
| dc.publisher | Springer | |
| dc.relation.ispartof | KI - Künstliche Intelligenz: Vol. 36, No. 1 | |
| dc.relation.ispartofseries | KI - Künstliche Intelligenz | |
| dc.subject | Computational thinking | |
| dc.subject | Preschool | |
| dc.subject | Problem-solving | |
| dc.subject | Robots | |
| dc.subject | Sociocultural theory | |
| dc.title | What is the Problem? A Situated Account of Computational Thinking as Problem-Solving in Two Danish Preschools | de |
| dc.type | Text/Journal Article | |
| gi.citation.endPage | 57 | |
| gi.citation.startPage | 47 |