Introducing fundamental object-oriented programming concepts in preschool education within the context of physical science courses

Akman, B., & Özgül, S. G. (2015). Role of play in teaching science in the early childhood years. In Research in early childhood science education (pp. 237–258). Netherlands: Springer.

Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community? Acm Inroads, 2(1), 48–54.

Barr, D., Harrison, J., & Conery, L. (2011). Computational thinking: A digital age skill for everyone. Learning & Leading with Technology, 38(6), 20–23.

Bers, M. U. (2010). The TangibleK Robotics program: Applied computational thinking for young children. Early Childhood Research and Practice, 12(2), n2 http://ecrp.uiuc.edu/v12n2/bers.html .

Bers, M. U., Flannery, L., Kazakoff, E. R., & Sullivan, A. (2014). Computational thinking and tinkering: Exploration of an early childhood robotics curriculum. Computers & Education, 72, 145–157.

Black, A. P. (2013). Object-oriented programming: some history, and challenges for the next fifty years. Information and Computation, 231, 3–20.

Blikstein, P. (2013). Digital fabrication and “making” in education: The democratization of invention. In J. Walter-Herrmann & C. Büching (Eds.), FabLabs: Of machines, makers, and inventors (pp. 1–21). Bielefeld: Transcript Publishers.

Dalal, N., Kak, S., & Sohoni, S. (2012). Rapid digital game creation for learning object-oriented concepts. In Proceedings of Informing Science and IT Education Conference (pp. 22–27). Montreal, Canada.

Darejeh, A., & Singh, D. (2013). A review on user interface design principles to increase software usability for users with less computer literacy. Journal of Computer Science, 9(11), 1443–1450.

Dudley, J. P. (1998). Reports of carnivory by the common hippo Hippopotamus Amphibius. South African Journal of Wildlife Research-24-month delayed open access, 28(2), 58–59.

Eshach, H., & Fried, M. N. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14(3), 315–336.

Ferrari, A., Poggi, A., & Tomaiuolo, M. (2016). Object oriented puzzle programming. Didattica Informatica-Didamatica, 2016, 1–10.

Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5–6 years old kindergarten children in a computer programming environment: A case study. Computers & Education, 63, 87–97.

Flannery, L. P., Silverman, B., Kazakoff, E. R., Bers, M. U., Bontá, P., & Resnick, M. (2013). Designing ScratchJr: Support for early childhood learning through computer programming. In Proceedings of the 12th international conference on interaction design and children (pp. 1–10). New York, NY, USA.

French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19(1), 138–149.

Fruth, J., Schulze, C., Rohde, M., & Dittmann, J. (2013). E-learning of IT security threats: A game prototype for children. In IFIP international conference on communications and multimedia security (pp. 162–172). Berlin, Heidelberg: Springer.

Futschek, G. (2006a). Algorithmic thinking: The key for understanding computer science. In International conference on informatics in secondary schools-evolution and perspectives (pp. 159–168). Berlin, Heidelberg: Springer.

Futschek, G. (2006b). Algorithmic thinking: The key for understanding computer science. In R. Mittermeir (Ed.), Informatics education – the bridge between using and understanding computers (Vol. 4226, pp. 159–168). Berlin/Heidelberg: Springer.

Gal-Ezer, J., & Stephenson, C. (2014). A tale of two countries: Successes and challenges in K-12 computer science education in Israel and the United States. ACM Transactions on Computing Education (TOCE), 14(2), 8.

Glaubke, C. R. (2007). The effects of interactive media on preschoolers’ learning: A review of the research and recommendations for the future. Oakland: Children Now. http://s78640.gridserver.com/uploads/documents/prek_interactive_learning_2007.pdf Accessed 1 Oct 2017.

Grammenos, D., Paramythis, A., & Stephanidis, C. (2000). Designing the user interface of an interactive learning environment for children. In C. Stephanidis (Ed.), Proceedings of the ERCIM WG UI4ALL one-day joint workshop with i3 Spring Days 2000 on “Interactive Learning Environments for Children”, Athens, Greece, 3 March (22 pages).

Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255–274.

Grover, S., & Pea, R. (2013). Computational thinking in K–12 a review of the state of the field. Educational Researcher, 42(1), 38–43.

Haden, P., & Mann, S. (2003). The trouble with teaching programming. Proceedings of the NACCQ, Palmerston North, New Zealand, pp. 63–70.

Hailpern, B., & Santhanam, P. (2002). Software debugging, testing, and verification. IBM Systems Journal, 41(1), 4–12.

Hillar, G. C. (2015). Learning Object-oriented programming. Packt Publishing Ltd.

Hirumi, A., Appelman, B., Rieber, L., & Van Eck, R. (2010). Preparing instructional designers for game-based learning: Part 1. TechTrends, 54(3), 27–37.

Holvikivi, J. (2010). Conditions for successful learning of programming skills. In N. Reynolds & M. Turcsányi-Szabó (Eds.), Key competencies in the knowledge society (Vol. 324, pp. 155–164). Berlin Heidelberg: Springer.

Horn, M. S., Crouser, R. J., & Bers, M. U. (2012). Tangible interaction and learning: The case for a hybrid approach. Personal and Ubiquitous Computing, 16(4), 379–389.

Janke, E., Brune, P., & Wagner, S. (2015). Does outside-in teaching improve the learning of object-oriented programming?. In Proceedings of the 37th International Conference on Software Engineering-Volume 2 (pp. 408–417). Piscataway, NJ, USA: IEEE Press.

Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112–133.

Jona, K., Wilensky, U., Trouille, L., Horn, M. S., Orton, K., Weintrop, D., & Beheshti, E. (2014). Embedding computational thinking in science, technology, engineering, and math (CT-STEM). In future directions in computer science education summit meeting, Orlando, FL.

Kalogiannakis, M., & Zaranis, N. (2012). Preschool science education with the use of ICT: A case study. In Proceedings of the ESERA 2011 Conference, Science learning and Citizenship, Part 4: ICT and other resources for teaching/learning science (P. Marzin and J. Lavonen, Co-editors for Part 4), (pp. 56-62). Lyon, France. European Science Education Research Association. ISBN: 978-9963-700-44-8.

Kalogiannakis, M., Rekoumi, C., & Antipa, E. (2012). Planning educational activities for natural sciences using ICT tools: Teaching volcanoes in early childhood. In Proceedings of the 10th International Conference on Computer Based Learning in Science (CBLIS) 2012, Learning Science in the Society of Computers, Barcelone, Centre for Research in Science and Mathematics Education (CRECIM), 26-29 June 2012, (pp. 272–278). Barcelone, Spain.

Kazakoff, E. R., Sullivan, A., & Bers, M. U. (2013). The effect of a classroom-based intensive robotics and programming workshop on sequencing ability in early childhood. Early Childhood Education Journal, 41(4), 245–255.

Kölling, M. (1999). The problem of teaching object-oriented programming, Part 1: Languages. Journal of Object-Oriented Programming, 11(8), 8–15.

Kraleva, R. (2017). Designing an interface for a mobile application based on children’s opinion. International Journal of Interactive Mobile Technologies, 11(1), 53–70.

Kramer, J., & Hazzan, O. (2006). The role of abstraction in software engineering. In Proceedings of the 28th international conference on Software engineering (pp. 1017–1018). ACM.

Lahtinen, E., Ala-Mutka, K., & Järvinen, H. M. (2005). A study of the difficulties of novice programmers. In Acm Sigcse Bulletin 37(3), 14-18. New York: ACM.

Lamagna, E. A. (2015). Algorithmic thinking unplugged. Journal of Computing Sciences in Colleges, 30(6), 45–52.

Lee, I., Martin, F., Denner, J., Coulter, B., Allan, W., Erickson, J., Malyn-Smith, J., & Werner, L. (2011). Computational thinking for youth in practice. Acm Inroads, 2(1), 32–37.

Lenhart, A., Kahne, J., Middaugh, E., Macgill, A. R., Evans, C., & Vitak, J. (2008). Teens, video games, and civics: Teens’ gaming experiences are diverse and include significant social interaction and civic engagement. Pew Internet and American Life Project. http://www.pewinternet.org/2008/09/16/teens-video-games-and-civics/ . Accessed 2 Sept 2017.

Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behavior, 41, 51–61.

Mannila, L., Dagiene, V., Demo, B., Grgurina, N., Mirolo, C., Rolandsson, L., & Settle, A. (2014). Computational thinking in K-9 education. In Proceedings of the working group reports of the 2014 on innovation and technology in computer science education conference (pp. 1–29). New York, NY, USA. ACM.

Mateo, C., Brunete, A., Gambao, E., & Hernando, M. (2014). Hammer: An Android based application for end-user industrial robot programming. In Proceedings of the International Conference on Mechatronic and Embedded Systems and Applications (MESA), 2014 IEEE/ASME (pp. 1–6). Senigallia, Italy.

McClure, E. R., Guernsey, L., Clements, D. H., Bales, S. N., Nichols, J., Kendall-Taylor, N., & Levine, M. H. (2017). STEM starts early: Grounding science, technology, engineering, and math education in early childhood. In Joan Ganz Cooney Center at Sesame Workshop. Joan Ganz Cooney Center at Sesame Workshop. 1900 Broadway, New York, NY 10023.

McManis, L. D., & Gunnewig, S. B. (2012). Finding the education in educational technology with early learners. YC Young Children, 67(3), 14.

McManis, L. D., & Parks, J. (2011). Evaluating technology for early learners. E-book and toolkit. Winston-Salem: Hatch Early Learning. http://info.novadesk.com/Portals/84375/docs/evaluatingtechnology_ebook_toolkit.pdf . Accessed 2 Nov 2017.

Miller, G. A., & Hristea, F. (2006). WordNet nouns: Classes and instances. Computational Linguistics, 32(1), 1–3.

Mohapatra, S., & Mohanty, R. (2017). Adopting MOOCs for affordable quality education. Education and Information Technologies, 22(5), 2027–2053.

Nam, H. (2010). Designing user experiences for children. https://www.uxmatters.com/mt/archives/2010/05/designing-user-experiences-for-children.php . Accessed 23 Nov 2017.

Nielsen, J. (2010). Children’s websites: Usability issues in designing for kids. Nielsen Norman Group. https://www.nngroup.com/articles/childrens-websites-usability-issues/ . Accessed 9 Nov 2017.

Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016). Developing fundamental programming concepts and computational thinking with ScratchJr in preschool education: A case study. International Journal of Mobile Learning and Organisation, 10(3), 187–202.

Prensky, M. (2008). Students as designers and creators of educational computer games: Who else? British Journal of Educational Technology, 39(6), 1004–1019.

Radich, J. (2013). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Every Child, 19(4), 1–15.

Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., & Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM, 52(11), 60–67.

Rogers, C., & Portsmore, M. (2004). Bringing engineering to elementary school. Journal of STEM Education: Innovations and Research, 5(3), 17–28.

Sehnalová, V. (2014). Using ICT in education of preschool children. Journal of Technology and Information Education, 6(1), 4–18.

Sengupta, P., Kinnebrew, J. S., Basu, S., Biswas, G., & Clark, D. (2013). Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework. Education and Information Technologies, 18(2), 351–380.

Slany, W. (2014). Tinkering with Pocket Code, a Scratch-like programming app for your smartphone. In Proceedings of Constructionism 2014. Vienna, Austria.

Sorva, J., & Seppälä, O. (2014). Research-based design of the first weeks of CS1, In Proceedings of the 14th Koli Calling International Conference on Computing Education Research 2014 (pp. 71-80). Finland: ACM. Koli.

Trundle, K. C. (2015). The inclusion of science in early childhood classrooms. In Research in early childhood science education (pp. 1–6). Netherlands: Springer.

Tuomi, P., Multisilta, J., Saarikoski, P., & Suominen, J. (2017). Coding skills as a success factor for a society. Education and Information Technologies, 1–16.

Uçar, S. (2015). The use of technology in teaching science to young children. In Research in early childhood science education (pp. 167–184). Netherlands: Springer.

Voogt, J., Fisser, P., Good, J., Mishra, P., & Yadav, A. (2015). Computational thinking in compulsory education: Towards an agenda for research and practice. Education and Information Technologies, 20(4), 715–728.

Wang, F., Kinzie, M. B., McGuire, P., & Pan, E. (2010). Applying technology to inquiry-based learning in early childhood education. Early Childhood Education Journal, 37(5), 381–389.

Wegner, P. (1987). Dimensions of object-based design, In Proceedings of the International Conference on Object-Oriented Programming Systems, Languages and Applications (pp. 168–182). New York: ACM.

Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining computational thinking for mathematics and science classrooms. Journal of Science Education and Technology, 25(1), 127–147.

Wilensky, U., Brady, C. E., & Horn, M. S. (2014). Fostering computational literacy in science classrooms. Communications of the ACM, 57(8), 24–28.

Wilson, V. (2014). Research methods: Triangulation. Evidence Based Library and Information Practice, 9(1), 74–75.

Wing, J. M. (2006). Computational thinking. In Communications of the ACM, 49(3), 33–35.

Wright, J. (2007). Thinking object-oriented. Retrieved November 27, 2017 from http://jacwright.com/19/thinking-object-oriented .

Yang, Y. T. C., & Chang, C. H. (2013). Empowering students through digital game authorship: Enhancing concentration, critical thinking, and academic achievement. Computers & Education, 68, 334–344.

Zaranis, N., Kalogiannakis, M., & Papadakis, S. (2013). Using mobile devices for teaching realistic mathematics in kindergarten education. Creative Education, 4(7), 1–10.