An investigation of children’s conceptualisation of computers and how they work |
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Authors: | Michael Hammond Philip Rogers |
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Institution: | (1) The University of Warwick, Coventry, CV4 7AL, UK;(2) Simon de Montford Middle School, Four Pools Lane, Worcestershire, WR11 1DL, UK |
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Abstract: | This paper reports on a study in which observation, stimulated recall and semi structured interviews were used to report on
children’s knowledge and understanding of computer processes. It suggests a model for identifying stages in pupils’ understanding
of these processes with implications for how best to support and develop that understanding. This was a small scale, exploratory
case study involving data collection in two schools. The study differentiated between: simple awareness of computer processes;
immediate knowledge of how to use an item or carry out a process; ability to offer a simple explanation for a process; and
ability to offer a more sophisticated explanation and to use knowledge to solve problems. It was found that all pupils had
an awareness of basic input, output and storage devices and a reasonable level of confidence and competence in using the computer.
However, children’s knowledge tended to be confined to what they had acquired through experience. Interviews with the same
pupils over a period of time showed little development in their conceptualisation of computer processes. Some examples of
children’s common misconceptions as well as partial and appropriate conceptions are given. An implication for the classroom
is that more dialogue between teacher and pupil, or more realistically between teacher and groups of pupils, is needed so
that the teacher can ascertain prior knowledge and understanding and present accessible explanations for pupils. |
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Keywords: | Children Computers ICT |
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