Computer Science for Key stage one

this data is from a project that showed:(abstract of paper). In this paper we explore three different ways of introducing Computer Science concepts to pupils aged 5-7. The project used Computer Science unplugged, Tangible computing and Scratch with three separate schools and we examine the effectiveness of each techniques and the corresponding engagement level of the pupils in the session. This project worked in anticipation of the introduction of Computer Science concepts into the UK national curriculum. As well as assessing the effectiveness of the three methods used, we also examine the effects of the order in which they are introduced, using a different order at each school. As a result of this study we observe that the methods used by teachers to deliver this curriculum may greatly impact the learning outcomes, and that particular care needs to be taken to ensure that pupils focus on learning concepts rather than learning tools本数据集源自一项研究项目，该项目的研究摘要如下：在本论文中，我们探索了三种面向5至7岁学龄儿童传授计算机科学（Computer Science）概念的不同路径。本项目联合三所独立学校，分别采用无实体计算机科学教学（Computer Science unplugged）、实体计算（Tangible computing）以及Scratch三种教学方式，并评估了每种方法的教学效果与课堂教学环节中学龄儿童的参与度水平。本项目的实施正值英国国家课程筹备引入计算机科学概念的阶段。除评估上述三种教学方法的有效性外，我们还针对三种方法的授课顺序所产生的影响展开了研究——每所学校均采用了不同的授课顺序。本研究结果表明，教师在讲授该课程时所采用的教学方法可能会对学习成果产生显著影响，因此需格外注意确保学龄儿童将学习重心置于概念理解之上，而非工具操作本身。