Exploring parents' perceptions of computational thinking and its role in children's television
Guardat en:
| Publicat a: | Future in Educational Research vol. 2, no. 4 (Dec 1, 2024), p. 422-439 |
|---|---|
| Autor principal: | |
| Altres autors: | |
| Publicat: |
John Wiley & Sons, Inc.
|
| Matèries: | |
| Accés en línia: | Citation/Abstract Full Text Full Text - PDF |
| Etiquetes: |
Sense etiquetes, Sigues el primer a etiquetar aquest registre!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3275614285 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2835-9402 | ||
| 024 | 7 | |a 10.1002/fer3.66 |2 doi | |
| 035 | |a 3275614285 | ||
| 045 | 0 | |b d20241201 | |
| 100 | 1 | |a Lemley, Breniel |u Northwestern University, Evanston, Illinois, USA | |
| 245 | 1 | |a Exploring parents' perceptions of computational thinking and its role in children's television | |
| 260 | |b John Wiley & Sons, Inc. |c Dec 1, 2024 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a The rise in children's media use and the prioritization of STEM learning has led to the development of new STEM‐related apps, TV shows, and other media for young children, with several recent examples focused on computational thinking (CT). Learning CT at a young age can be beneficial to children's analytical and problem solving skills. Positive effects of educational media are best realized when the learning is scaffolded by a caregiver, but the ability of parents to scaffold CT lessons is understudied. This study explores parents' perceptions, understanding, and recognition of the CT cues embedded in a new television show for preschoolers. Qualitative semi‐structured interviews were conducted with 30 parents who, together with their children (ages 4–6), viewed two episodes of a new series. Interviews were transcribed and coded using thematic analysis. Most participants had never heard of CT before. When asked to define it, many parents highlighted aspects of CT in their definitions; however, their examples illustrated limited understanding of how CT might be taught to young children. Although some parents had reservations regarding the abstractness and age‐appropriateness of the topic, parents believed CT was an important topic for their children to learn. Research has shown that scaffolding can be beneficial to promoting CT learning in young children. Therefore, for creators of CT‐focused content, it is important that the curricular focus and learning goals are made very clear so that parents and caregivers can scaffold the material in a way that effectively supports their children's learning. | |
| 610 | 4 | |a Department of Education Bureau of Labor Statistics | |
| 651 | 4 | |a United States--US | |
| 653 | |a Problem solving | ||
| 653 | |a Students | ||
| 653 | |a Mathematics education | ||
| 653 | |a STEM education | ||
| 653 | |a Television programs | ||
| 653 | |a Childrens television | ||
| 653 | |a Kindergarten | ||
| 653 | |a Science education | ||
| 653 | |a Preschool education | ||
| 653 | |a Children & youth | ||
| 653 | |a Occupations | ||
| 653 | |a Learning | ||
| 653 | |a Parents & parenting | ||
| 653 | |a Elementary School Mathematics | ||
| 653 | |a Departments | ||
| 653 | |a Educational Radio | ||
| 653 | |a Caregivers | ||
| 653 | |a After School Programs | ||
| 653 | |a Control Groups | ||
| 653 | |a Addition | ||
| 653 | |a Elementary School Science | ||
| 653 | |a Computers | ||
| 653 | |a Games | ||
| 653 | |a Young Children | ||
| 653 | |a Elementary Education | ||
| 653 | |a Educational Change | ||
| 653 | |a Coding | ||
| 653 | |a Elementary Schools | ||
| 653 | |a Educational Assessment | ||
| 653 | |a Elementary Secondary Education | ||
| 653 | |a College Readiness | ||
| 653 | |a Educational Media | ||
| 653 | |a Educational Facilities Improvement | ||
| 653 | |a Educational Television | ||
| 653 | |a Early Childhood Education | ||
| 653 | |a Algorithms | ||
| 653 | |a Informal Education | ||
| 700 | 1 | |a Aladé, Fashina |u Michigan State University, East Lansing, Michigan, USA | |
| 773 | 0 | |t Future in Educational Research |g vol. 2, no. 4 (Dec 1, 2024), p. 422-439 | |
| 786 | 0 | |d ProQuest |t Publicly Available Content Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3275614285/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3275614285/fulltext/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3275614285/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |