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    Abstraction and Common Classroom Activities 
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    Abstraction and Common Classroom Activities

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    Accepted version (315.7Kb)
    DOI
    10.1145/2978249.2978272
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    Abstract
    In popularizing computational thinking, Wing notes that ‘abstraction is described as underlying computational thinking and computational thinking is described as fundamental to computing.’ Emerging curricular now require educators to incorporate computational thinking and abstraction into their teaching. Many refer to Piaget’s work as evidence of an age-related ceiling preventing younger pupils from being able to abstract. However, more recent evidence suggests that pupils use elements of abstraction in their general process of learning, and that the skill of abstraction can be explicitly taught. We draw on personal classroom experience to illustrate the points made in the literature. Common classroom activities such as using labelled diagrams, concept maps and storyboards are aligned to features of abstraction. We argue that abstraction can and should be taught to young pupils.
    Authors
    Waite, JL; Curzon, P; Marsh, D; Sentance, S; WiPSCE 2016 11th Workshop in Primary and Secondary Computing Education
    URI
    http://qmro.qmul.ac.uk/xmlui/handle/123456789/15115
    Collections
    • Electronic Engineering and Computer Science [2362]
    Licence information
    This is a pre-copyedited, author-produced PDF of an article accepted for publication in ACM International Conference Proceedings Series following peer review
    Copyright statements
    Copyright © 2016, ACM
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