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Children’s programming of robots by designing fairytales
Aalborg university, Aalborg, Denmark.ORCID iD: 0000-0001-7286-0876
Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).ORCID iD: 0000-0002-1147-5736
2021 (English)In: Digital Learning and Collaborative Practices: Lessons from Inclusive and Empowering Participation with Emerging Technologies / [ed] Eva Brooks; Susanne Dau; Staffan Selander, New York: Routledge, 2021, p. 158-174Chapter in book (Refereed)
Abstract [en]

In this chapter, we seek to highlight the importance of allowing and including imagination and creativity in schoolchildren's work with programming robots to enhance learning and to generate interest in programming as such, using classic fairytales as a frame. Theoretically, the chapter draws on Vygotsky’s concepts of imagination and creativity to argue the case that programming embraces imaginative and emotional interactions, which children learn within creative activities, based on examples from an empirical study of children’s learning of programming through representation of fairytales. 

Place, publisher, year, edition, pages
New York: Routledge, 2021. p. 158-174
Keywords [en]
Creativity, fairytales, imagination, learning, programming, school-children
National Category
Human Computer Interaction
Identifiers
URN: urn:nbn:se:hh:diva-45384ISBN: 9780367617752 (print)OAI: oai:DiVA.org:hh-45384DiVA, id: diva2:1584451
Available from: 2021-08-12 Created: 2021-08-12 Last updated: 2021-08-16Bibliographically approved

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Sjöberg, Jeanette

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  • apa
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  • de-DE
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  • nn-NB
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  • Other locale
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Output format
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