Explorations on the Nature of Children’s Conceptual Change in Computational Thinking

Milla Kruskopf, Kirsti Lonka, Mirjamaija Mikkilä-Erdmann

Research output: Chapter in Book/Report/Conference proceedingChapterScientific


Computer science is a domain with increasingly significant impact on our everyday life, yet it has had no established position within the general education in most countries. Computational thinking (CT) is considered an increasingly important skill in many frameworks of 21st century competence created by government as well as private sector players nationally and internationally. This exploratory study sheds light on children's conceptual change in computational thinking with an intervention-based research design utilizing interview and think-aloud methodology. The results indicate a large ontological reorganization in the framework theory of different phenomena related to computer science; there seems to be a fundamental shift towards a process point of view related to the accommodation to CT.
Original languageEnglish
Title of host publicationINTED2019 Proceedings : 13th International Technology, Education and Development Conference, March 11th-13th, 2019, Valencia, Spain
EditorsL. Gómez Chova, A. López Martínez, I. Candel Torres
Number of pages11
Place of PublicationValencia
PublisherIATED Academy
Publication dateMar 2019
ISBN (Electronic)978-84-09-08619-1
Publication statusPublished - Mar 2019
MoE publication typeB2 Book chapter
EventINTED2019 - 13th annual International Technology, Education and Development Conference - Valencia, Spain
Duration: 11 Mar 201913 Mar 2019

Publication series

NameINTED proceedings
ISSN (Electronic)2340-1079

Fields of Science

  • 516 Educational sciences
  • computational thinking
  • programming
  • programming education
  • 21st Century skills
  • digital divide
  • 515 Psychology
  • 113 Computer and information sciences

Cite this