Learning through exploration is assumed to be a powerful way of introducing children to computer science concepts. However, it is uncertain how exploring physical computing toolkits can promote movement between conceptual knowledge and abstract reflection, and lead to critical thinking about technology. We investigated how children aged 9-11 years explored and reasoned about personal and environmental data sensors, using a playful exploration- based physical toolkit in their classroom. We report on the ways in which critical thinking about sensor accuracy and reliability developed through reflective dialogue and playful interaction, taking into account the support structures embedded in the classroom. Finally, we discuss strategies for designing exploration-based learning for classroom settings, to promote critical thinking about data sensing.
|Title of host publication||IDC '20: Proceedings of the Interaction Design and Children Conference|
|Publication status||Published - 1 Jun 2020|
|Event||2020 ACM Interaction Design and Children (IDC) - London, United Kingdom|
Duration: 17 Jun 2020 → 24 Jun 2020
|Conference||2020 ACM Interaction Design and Children (IDC)|
|Abbreviated title||IDC 2020|
|Period||17/06/20 → 24/06/20|