Computational thinking (CT) is now seen as a broad skill essential for logical thinking and problem-solving, not just computer programming. But researchers from University of Tolima wanted to see if CT instruction -- that is, instruction that encourages logical thinking, resolving complex problems, and understanding algorithms -- could also help elementary school children develop executive function skills. Executive function skills are seen as an important way to understand how children manage their behavior, adapt to their surroundings, and perform in school and social situations. Children with strong executive functions tend to organize their behavior, focus on tasks, and manage impulses, which are key for learning. In addition, early development of these skills predicts future academic and personal success.
Coding, robotics and more
In the study, published in Journal of Applied Developmental Psychology researchers conducted a randomized controlled trial that involved 111 fifth-grade children, dividing them into an experimental group that received a 12-week CT training program and a control group that continued the standard curriculum. The CT training included both "plugged" and "unplugged" activities such as block-based visual programming and micro:bit-based educational robotics. Students' executive function skills were tested before and after the program using various neuropsychological tests including the Corsi Cube Test, Visual Span Test, Wisconsin Card Sorting Test and Stroop Test.
A boost to executive function
The researchers found that the CT group showed significant improvements in auditory-verbal, visuo-spatial and visual working memory (ability to remember things they heard and saw), as well as, cognitive inhibition (ability to control impulses) but not in cognitive flexibility. The researchers concluded that teaching skills like coding and robotics helps not just with algorithmic thinking but also boosts other brain functions, especially those related to working memory. They further suggest that cognitive flexibility, which involves being able to adjust to new challenges, may be less responsive to such general computational thinking but instead call for more targeted strategies.
StepUp Note
This research reminds us of the critical role that computational thinking (executive function) plays in both daily living and daily learning. Each of our StepUp to Learn exercises requires computational thinking. Each one requires one minute of sustained, self-directed attention addressing fluent mastery of movement sequences and basic skills (reading, math, and handwriting). Movement creates space for language. StepUp exercises are not only for learning, but also for “learning how to learn!”
Note by Nancy W. Rowe, MS, CCC/A