Multiple Representations in Computational Thinking Tasks: A Clinical Study of Second-Grade Students
|Event Date:||February 14, 2020|
|Authors:||Tamara Moore, Sean Brophy, Kristina Tank, Ruben Lopez, Amanda Johnson, Morgan Hynes, Elizabeth Gajdzik|
|Journal:||Journal of Science Education and Technology
|Categories:||Computational thinking, representations, representational fluency, early elementary|
Through four clinical tasks involving the robot mouse, students solved puzzles set up to force them to make particular representational translations. Each translation involved a level of cognitive complexity the students needed to manage to successfully complete the task. We found that students translated between many different representations using concrete representations to ease translations, language as a scaffold between translations, and embodied movements as representations or to assist with translation. Furthermore, the levels of representational maturity showed by the students varied with the difficulty of the task, and the spatial orientation was particularly difficult for them. These results provide important insights into how learners may develop their ability to engage with abstract representations that will be part of future practices associated with activities in science, mathematics, engineering, and computational thinking.