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G. Futschek, J. Moschitz:
"Learning Algorithmic Thinking with Tangible Objects Eases Transition to Computer Programming";
Keynote Lecture: 5th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2011, Bratislava; 2011-10-26 - 2011-10-29; in: "Informatics in Schools, Contributing to 21st Century Education", Springer-Verlag Berlin Heidelberg, LNCS 7013 (2011), ISSN: 0302-9743; 155 - 164.

Learning algorithmic thinking can start in early years and must be
oriented on the thinking ability of young children. Suitable environments with tangible objects and easy to understand problems motivate the young to learn the first concepts of algorithms. We present in this paper a learning scenario Tim the Train for primary school children, that involves tangible objects and allows a variety of interesting tasks to learn basic concepts of algorithmic thinking. We also show how a smooth transition from a playful environment with tangible objects to a virtual Scratch/BYOB environment may help the
young learners to learn their first steps in understanding virtual environments and programming concepts.

Algorithmic thinking, primary education, explorative learning, tangible objects, learning by doing

http://dx.doi.org/10.1007/978-3-642-24722-4

http://publik.tuwien.ac.at/files/PubDat_199953.pdf