Concepts For Primary : Preparing Children For Computational Thinking Barbara Sabitzer Peter K. Antonitsch Stefan Pasterk Alpen-Adria-Universität Klagenfurt Alpen-Adria-Universität Klagenfurt Alpen-Adria-Universität Klagenfurt Universitätsstraße 65-67 Universitätsstraße 65-67 Universitätsstraße 65-67 9020 Klagenfurt, Austria 9020 Klagenfurt, Austria 9020 Klagenfurt, Austria +43(463)27003517 +43(463)27003519 +43(463)27003517 [email protected] [email protected] [email protected]

ABSTRACT In the conclusion of this report it is pointed out that “[…] Euro- In Austria Informatics is not taught in primary schools, but the pean nations are harming their primary and secondary school stu- curriculum includes some issues in several subjects that are rela- dents, both educationally and economically, by failing to offer ted to computational thinking. Teachers are not aware that they al- them an education in the fundamentals of informatics.” [1, p 17]. ready teach and use informatics concepts in their daily lessons. In- The report further clearly distinguishes between digital literacy formatics didactics experts and teacher trainers have to inform and informatics, the former covering fluency with computer tools them and reveal connections between their primary school con- and the Internet, while informatics covers the science behind tents and different informatics concepts. Furthermore, one general information technology [1, p 3]. Both of these should be educational aim of the curriculum is the acquisition of elementary considered in primary and secondary education. Above all, cultural techniques including a child-friendly approach to modern computational thinking can be considered a promising concept to information and technologies (ICT). The aim of introduce informatics at that age. In short, computational thinking this paper is to show how this is possible in practice and lists in- represents a set of problem solving techniques and intellectual formatics concepts already “hidden” in the primary school curri- practices that aim at including digital devices so support the culum. It reports on different initiatives that aim at introducing in- process of problem solving [1, 2]. Wing further postulates, that formatics in primary schools as well as a sample project on com- “[…] computational thinking is a fundamental skill for everyone, putational thinking funded by the regional teacher support pro- not just for computer scientists. To reading, writing, and gram Teaching Informatics creatively. The qualitative results of arithmetic, we should add computational thinking to every child’s this and other primary school projects show that it is possible and analytical ability” [2, p 1]. A positive effect of an early access to worth integrating informatics already at this early stage. the content of informatics could lead to the achievement of important aims like increasing the interest for technology, preparing children for computational thinking and fostering Categories and Subject Descriptors problem-solving strategies in general. Interest for technics and K.3.2 [Computers and Education]: Computer and Information – new developments definitely exists in primary schools and should Science Education – education be promoted as well. Especially the girls’ interest for technical subjects like Informatics should be stimulated at that age, as their General Terms interest diminishes during puberty and - maybe therefore - they , Human Factors, Standardization were often neglected in respect of technics so far. Various initiatives like CS Unplugged [3] and Experiencing Informatics (Informatik erLeben) [4] show that introducing informatics Keywords concepts in primary schools is possible and successful, when Computational thinking, informatics, primary education teaching and can be done in an age-appropriate way. Studies on the feasibility of several informatics concepts related to 1. INTRODUCTION the cognitive development of children are summarized in [5]. Over several years a discussion arose if informatics should be in- They confirm, that many fundamental ideas of informatics e.g. troduced in primary schools or not. With the publication of the divide-and-conquer, the greedy-approach or even recursion can be Report of the joint Informatics Europe & ACM Europe Working taught and understood in primary school. Group on informatics education [1] in the year 2013 strong argu- ments for teaching informatics in primary schools were presented. 2. INFORMATICS IN AUSTRIAN Permission to make digital or hard copies of all or part of this work for PRIMARY SCHOOLS personal or classroom use is granted without fee provided that copies are 2.1 The Curriculum not made or distributed for profit or commercial advantage and that co- pies bear this notice and the full citation on the first page. Copyrights for The Austrian curriculum for primary education [6] is divided into components of this work owned by others than ACM must be honored. three parts: the pre-school (age 5-6 years), the primary school Abstracting with credit is permitted. To copy otherwise, or republish, to stage I (grades 1 and 2, age 6-8 years) and stage II (grades 3 and post on servers or to redistribute to lists, requires prior specific per- 4, age 8-10 years). It does not contain Informatics as a subject, but mission and/or a fee. Request permissions from [email protected]. the learning fields technology and technical work, where children WiPSCE’14, November 05 - 07 2014, Berlin, Germany should acquire digital literacy and learn the reasonable handling Copyright 2014 ACM 978-1-4503-3250-7/14/11…$15.00 of new technologies. Informatics concepts are not explicitly indi- http://dx.doi.org/10.1145/2670757.2670778 cated, but embedded respectively “hidden” in various subjects, as workload for teachers besides their lessons at school. The an analysis of the curriculum revealed. Primary school teachers evaluation results taken from open interviews and the official practice informatics concepts regularly without knowing it, e.g. course feedback revealed that they were mainly satisfied with the algorithmization (picture stories, step-by-step-instructions, orien- contents and consider them reasonable and practicable. They had tation games, describing way to school), logical operations no problems in understanding the presented informatics concepts, (true/false tasks), data representation (presenting information in but all teachers, who followed the course besides their full text, pictures, tables etc.), modeling (working with models, con- teaching assignment at school, complained the high presence structing models), encryption (secret language), coding (traffic phases (six weekends). lights and symbols, finding symbols), hierarchization/categori- Another initiative for promoting informatics in primary schools is zation (finding generic terms, recognizing and describing relat- the teacher support program of Informatik kreativ unterrichten ions), divide and conquer (sorting different kinds of objects). A (Teaching Informatics creatively), a regional part of the Austrian more detailed list and the corresponding tasks are being elabo- support system IMST - Innovations Make Schools Top. In the last rated in the project Informatics – A Child’s Play, containing initia- years – from 2010 until 2014 totally 52 projects were funded and tives for children and teachers described in the next section. supervised. Eleven of these projects were conducted in primary 2.2 The Project Informatics – A Child’s Play schools and further three were carried out as cooperation between Partly based on “CS Unplugged” [3] and “Informatik erLeben” each a primary and a secondary school. These are 27% of all pro- [4] a new project was started at the Department of Informatics Di- jects, which is a good rate for primary schools, where Informatics dactics of our university: Informatics – A Child’s Play. It includes doesn’t exist as a subject. One sample project on computational different initiatives for children and teachers aiming at increasing thinking as a cooperation between a primary school and a interest for technology, showing core concepts of informatics in a vocational high school is described in the following section. playful way and introducing it in primary schools for a long-term. The project started in 2013 and is divided in three phases: 3. Sample Project Computational Thinking 1. development of teaching units and materials (2013-14) 3.1 Project Description 2. implementation in different partner schools (2014-16) The IMST project Aspects of Computational Thinking in Primary Education [8] has been chosen as sample project because it consi- 3. completion phase with a final evaluation and the publi- dered important aspects of how to introduce basic Informatics into cation of the developed materials (2016) [7]. primary education. Designed as a pilot study to find out about The main aims of the project are raising and fostering interest for peculiarities of primary education, the project focused on algo- technology and computer science, particularly in girls; Integrating rithmization as one major aspect of solving problems by means of core concepts of computer science in the long-term in primary computing devices. Furthermore, this project considered prere- education; Laying the basis for problem solving strategies, in quisites of teachers, the selection of learning topics and the particular for computational thinking; Fostering activity and tradition of classroom organization.. These issues have to be creativity of the children; and Improving understanding of considered, especially when introduction of Informatics content complex contents by considering neurodidactical principles [7]. into primary education (still) relies on individual initiatives. 2.2.1 Initiatives For Children 3.1.1 Preliminaries As a part of the pilot phase we invited children, adolescents and Being inspired by suggestions within the CSTA K-12 standards adults to join our Informatics lab at the Department of Informatics paper [8], and by Scratch-based case studies published at [9] the rd Didactics (four weeks in July 2014). The visitors get to know the project aimed at introducing 3 grade primary school children to core concepts of informatics in several stations or in different translate a given problem into a semi-formalized representation workshops. Furthermore, they are actively involved (if they want) that can be animated by means of BYOB/Snap!. This Scratch- and create individual materials, e.g. websites, games, quizzes etc., based software was preferred to Scratch as it offers the additional or contribute to the adaptation of existing and development of new functionality to create subprograms. In advance of the project, teaching units and materials. Since 2013 some of the teaching fourteen teachers of the selected primary project-school attended a units are already offered in a series of workshops, in part half-day teacher training as an introduction into the software to be independent from the research project. The units are developed used and some didactic concepts for integrating it into everyday and carried out of the Regional Informatics Didactics Centre of primary school learning situations. Although this has to be Carinthia, a Regional Educational Competence Center, in considered an extra-lightweight version of a one year teacher cooperation with the hands-on museum “wissens.wert.welt – blue training course like the one mentioned above, it also highlights the cube & kidsmobil”. These mobile workshops for primary schools limits of such an initiative: Only one of the teachers volunteered can be booked by the teachers and are held in their familiar for the following year’s project. classroom environment. 3.1.2 Learning Topics 2.2.2 Initiatives For Teachers: Training & Projects Regarding the current Austrian curriculum, primary education still Apart from teaching informatics directly to the children, it is has to focus mainly on the competences of writing, doing basic necessary to bring it to the teachers, too. Some basics should be calculations and reading [6]. The latter is of particular importance part of teacher training; therefore we (the Regional Informatics because many problems at higher school level originate in insuffi- Didactics Centre) developed a one-year course as additional trai- cient text comprehension. Various resources like the CSTA Com- ning for primary school teacher education and in-service training, putational Thinking Teacher Resources [10] suggest that algorith- carried out at the University College of Teacher Training mization can be integrated into these traditional topics smoothly, Carinthia. In the first year (2012/13) twelve students attended the e.g., by animating stories that have been planned with hand-drawn course, but only six finished it with success. The high drop-out storyboards augmented by a textual description of the plot. To do rate was mainly due to organizational problems and the high so, appropriate topics were identified (see 2.1 The Curriculum). 3.1.3 Didactic Framework lar tasks can be found in [3], [4]). Moreover, the BYOB/ Snap! The pilot study partly followed the didactic principle of ongoing exercises were done without using the software itself. On one schematization known from mathematics didactics for primary hand this was achieved by using task sheets displaying screen- schools [11]. This principle states that basics of mathematical shots of BYOB/Snap! programs and corresponding tasks that gui- operations should be learned within environments of sufficient ded the learners to read these programs. On the other hand there complexity, providing demanding situations that motivate the were activities to assemble a sequence of instructions to solve a learners to solve problems, for instance, by making repeated use given “problem” by means of printed, laminated and cut of simple known operations like iterative addition. During the BYOB/Snap! command blocks. Thus, this second part of the learning process, the sequence of simple operations has to be second phase did not make use of the computer and lasted from substituted by the corresponding higher operation, say, multipli- mid November until the beginning of January. cation. Transferring this principle to the field of algorithmization During the third phase (January, February) the learners were we introduce the principle of ongoing formalization. There, the introduced to the software BYOB/Snap! Due to a shortage of learning process to formulate algorithms has to be understood as a computers at primary school the children visited a secondary sequence of the following (overlapping) learning steps: higher vocational school twice so that all of them were able to 1. Understanding and creating ordered sequences (of instructions), learn in parallel how to operate the software. In between these given in everyday language. learning phases the primary school children did occasional 2. Understanding an creating sequences of instructions making exercises with Scratch Activity cards and practiced to create use of a (semi-) formal language (like graphic instruction blocks BYOB/Snap! programs as part of free-choice learning phases. in programming environments designed for children). These exercises were done in primary school, where only four laptops were available to the learners. 3. Automating sequences of formalized instructions. Having learned the principles of file organization and how to use 3.1.4 Course Of Action the BYOB/Snap! programming-environment (which, besides writ- The project was carried out with a single class of 8 boys and 14 ing simple programs, includes the choice and/or creation of appro- girls, spanned the period from September 2013 until May priate sceneries and characters as well) the learners were expected 2014,and was divided into four phases of ongoing formalization: to animate their own stories throughout the last project phase. Again, this was one possible activity within their weekly free The first phase (September until mid of November 2013) was de- choice learning phases. Hence, informatics content once again dicated to understanding, following and creating (rather) short se- could be integrated seamlessly into the stream of common prima- quences of instructions using everyday language. All learning ry education learning tasks, making the computer just another tool tasks of this phase were taken from the pool of well-tried primary for working in a creative way. Moreover, with only four compu- education learning material, hence connecting to traditional ters available, the learners had to plan their computer activities learning situations in primary education. The tasks included first instead of relying on the strategy of trial and error alone. Ne- instructions to conduct simple science experiments [8], written vertheless, review of intermediate results showed that the lear- and/or drawn handicraft instructions, or instructions how to build ners’ programming skills where less developed than expected. a flipbook. Consequently, one flipbook (which can be seen as a Therefore, this last phase included two instruction units (early sequence of ordered drawings telling a story or describing some April, mid May) where each of the learners was given about one sort of movement) had to be manufactured by each of the learners. hour time to review and/or to deepen programming basics by Further tasks to create ordered sequences included inventing a altering and/or extending elaborated BYOB/Snap! projects. short story by one’s own and telling it by means of a storyboard, i.e. a series of pictures combined with text. Flipbooks and story- 3.2 First Results boards linked the first phase to the second, where the presentation The pilot study aimed at identifying existing primary school lear- of ordered sequences (of instructions) became more and more for- ning tasks computational thinking could connect to, and at adding malized, regarding two areas: new tasks and activities to introduce algorithmization into traditio- Firstly, it was decided to use the software Blinkenpaint to formali- nal primary-school learning environments. As the first project ze and animate (virtual) flipbooks. This software displays a house goal has been documented in sections 2.1 and 3.1, we now con- with 8x18-windows within a rectangular area. By switching a centrate on the learners’ progress concerning algorithmization. window color from dark (blue) to light (yellow), the programmer can create patterns and the impression of changing patterns by 3.2.1 Algorithmization At Primary Level combining them movie-like within a sequential order. Simply Evaluation of the learners’ progress was based on teacher’s obser- saying, this software reduces the drawing of a flipchart to coloring vations, the learners’ response to short test tasks and one start-up the fields of an 8x18-matrix or table. Therefore, to prepare the questionnaire to find out about the learners’ general prior knowle- process of planning before implementation, the learners where dge concerning computers and informatics. In summary, the chil- handed sheets with 8x18 tables to draw Blinkenpaint-like dren had some basic knowledge about how to operate a computer flipbooks, which, later on, were to be animated by use of the and how to use some standard software, mainly web browsers to software. This part of the second phase also included exercises connect to friends or to play some online games. All of them had about navigating the directory tree when opening or saving the no clear idea what the term “informatics” might stand for. programming projects and lasted from the end of October until the At the end of the first project phase the primary school children end of November. had to work on a single and simple test task to check their ability Secondly, and in parallel, the learners were trained to understand to find and describe the correct order of action: They were handed and create sequences of instructions using BYOB/Snap! command a series of five out-of-order-pictures showing the development blocks. To connect with common primary school tasks, these ex- from egg to chick and given the task whether to cut the pictures ercises were preceded by exercises on finding and telling the way and rearrange them in correct order (sequencing cards task), to in an imaginary city (see [12] for corresponding worksheets; simi- write the correct order into a prepared table, or to write a whole story about a chicks hatching. All of the children completed the life. Fostering these activities and relating them to informatics task in one way or the other, but none of them chose the option to may be a way to prepare the children for computational thinking fill the table. The hypothesis is, that children of that educational in its broadest sense. From the viewpoint of informatics didactics age are not yet used to formalized forms of data representation. this calls for the development of a corresponding didactic concept Therefore additional exercises concerning tables or tree structures to extend traditional primary education so as to include these new were added to subsequent task sheets (see section 3.1). aspects but preserves well tried teaching and learning practice The BYOB/Snap! based learning units were framed by a pre- and concerning competences in basic literacy. The pilot project we a posttest on formal representation of step-by-step instructions. reported about in detail will be prolonged for one further year and The pretest had some exercises utilizing everyday language, some will continue working in this direction. exercises with a predefined set of BYOB/Snap!-style commands in everyday language (like: “make 5 steps” or “turn right”) and 5. REFERENCES some exercises based on BYOB/Snap! command blocks. 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