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dc.contributor.authorHeim, Greta
dc.contributor.authorWang, Oskar Jensen
dc.date.accessioned2023-08-16T08:59:34Z
dc.date.available2023-08-16T08:59:34Z
dc.date.issued2023-04-17
dc.description.abstractIn the new Norwegian national curricula, programming and interdisciplinary work have been introduced as two central elements. Furthermore, computational thinking is part of the core elements of the mathematics curriculum. In this paper, we present the findings from a small-scale study within the subjects of mathematics and food and health. The aim was to see if these two subjects could be used as an arena for working with parts of computational thinking, in this case algorithmic thinking and collaboration, and expanding the students’ understanding of what programming can be. We think there is a gap in the research regarding this topic, and therefore we wanted to look into this. The students who took part in the study carried out two lessons, one in each subject. In mathematics, the focus was on block programming, while food and health can be seen as unplugged programming. Our findings are based on feedback from 36 students and observations from the lessons. The main finding is that most of the students could not see a link between programming and food and health. Only seven students expressed something that indicated that they did see a link. Thus, it seems like most of the students could not see similarities between the algorithmic thinking in block programming and recipes in food and health.en_US
dc.identifier.citationHeim, Wang. Block and unplugged programming can be mutually beneficial: A study of learning activities in a 6th grade class in Norway. Frontiers in Education. 2023;8:1-9en_US
dc.identifier.cristinIDFRIDAID 2154850
dc.identifier.doi10.3389/feduc.2023.1138285
dc.identifier.issn2504-284X
dc.identifier.urihttps://hdl.handle.net/10037/29967
dc.language.isoengen_US
dc.publisherFrontiers Mediaen_US
dc.relation.journalFrontiers in Education
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2023 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)en_US
dc.titleBlock and unplugged programming can be mutually beneficial: A study of learning activities in a 6th grade class in Norwayen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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Attribution 4.0 International (CC BY 4.0)
Except where otherwise noted, this item's license is described as Attribution 4.0 International (CC BY 4.0)