Computational Thinking (CT)

Featured Publications

Yang, W. (2024). Coding With Robots or Tablets? Effects of Technology-Enhanced Embodied Learning on Preschoolers’ Computational Thinking and Social-Emotional Competence. Journal of Educational Computing Research.

Yang, W., Gao, H., Jiang, Y., & Li, H. (2023). Beyond computing: Computational thinking is associated with sequencing ability and self-regulation among Chinese young children. Early Childhood Research Quarterly, 64, 324-330.

Yang, W., Ng, D. T. K., & Gao, H. (2022). Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self‐regulation. British Journal of Educational Technology, 53(6), 1817-1841.

Yang, W., Ng, D. T. K., & Su, J. (2023). The impact of story-inspired programming on preschool children's computational thinking: A multi-group experiment. Thinking Skills and Creativity, 47, 101218.

Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal of Educational Technology, 53(6), 1486-1510.

Research Content

Coding for Kids: The Power of Storytelling and Robotics

Building on the Yang's studies, his team has developed a Story-Inspired Robot Programming (SIRP) curriculum for Hong Kong kindergartens. The curriculum design is informed by constructionist learning and sociocultural learning theories, allowing children to learn how to program a robot to celebrate cultures or solve problems based on the story context of picture books.

Picture book pedagogy provides a relevant and coherent way to plan and implement coding activities for young children. It recognizes the importance of using story picture books that offer unique opportunities to explore ideas and create meaning collaboratively, which can empower children and enable their learning (Haynes, 2011). Story picture books are widely used in ECE to draw upon children’s imagination and cultural funds of knowledge brought from their home and community.

故事啟發式機器人編程 SIRC01

本課程除了包含主要的兒童編程思維學科外，還綜合了語文數學、人文生活、人文、文化、音樂、STEAM（科學、技術、工程、藝術、數學）的等知識。在語文方面，幼兒聆聽故事並學到關於編程及繪本中的詞彙。在人文方面，他們感受去露營、逛超市、過聖誕節的生活。在文化方面，他們能看看小雞如何過聖誕節，從而認識其傳統習俗。在音樂方面，他們聆聽聖誕歌並配合節奏拍打。在 STEAM 方面，他們透過實際操控機械人，不斷嘗試，以認識編程（科學）；透過使用Matatalab 及編程塊學會編程（技術）；使用不同材料及工程設計流程以創建他們的遊戲（工程）；使用各種手工材料及用具裝飾機械人及聖誕樹（藝術）；透過控制機械人認識方位及數路線包含的格子以學懂最長/短距離。

故事啟發式機器人編程 SIRC02

本課程除了包含主要的兒童編程思維學科外，還綜合了語文、人文生活、文化、音樂、STEAM（科學、技術、工程、藝術、數學）等知識。在語文方面，幼兒聆聽故事並學到關於編程及繪本中的詞彙。在人文方面，他們感受去公園遊玩、環保廢物分類、慶祝生日等的生活。在文化方面，他們能接觸不同國籍，認識文化共融。在音樂方面，他們聆聽音樂並配合節奏拍手及重覆的動作。在 STEAM 方面，他們透過實際操控機械人，不斷嘗試，以認識編程（科學）；透過使用 Matatalab 及編程塊學會編程（技術）；使用不同材料及工程設計流程自主選擇地圖，並編出合適的移動路線（工程）；使用各種手工材料及用具裝飾機械人、作畫及設計生日帽等（藝術）；並透過控制機械人認識方位及數路線包含的格子以學懂最長/短距離（數學）。

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