Programming patterns and design patterns in the introductory computer science course
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Shared terminology, private syntax: the case of recursive descriptions
Proceedings of the 7th annual conference on Innovation and technology in computer science education
Kinesthetic learning in the classroom
Journal of Computing Sciences in Colleges
Some reflections on designing construction kits for kids
Proceedings of the 2005 conference on Interaction design and children
Using lyrics and music to reinforce concepts
Journal of Computing Sciences in Colleges
Communications of the ACM - Scratch Programming for All
Supporting Storytelling in a Programming Environment for Middle School Children
ICIDS '09 Proceedings of the 2nd Joint International Conference on Interactive Digital Storytelling: Interactive Storytelling
Handling the diversity of learners' interests by putting informatics content in various contexts
ISSEP'06 Proceedings of the 2006 international conference on Informatics in Secondary Schools - Evolution and Perspectives: the Bridge between Using and Understanding Computers
Computer science in english high schools: we lost the s, now the c is going
ISSEP'06 Proceedings of the 2006 international conference on Informatics in Secondary Schools - Evolution and Perspectives: the Bridge between Using and Understanding Computers
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We have tried to introduce some ideas and way of thinking of computer science through a set of extra-curricular activities on nursery rhymes. In this paper we discuss our experience in an Italian middle school. The chosen subject is naturally connected to what the pupils see, or listen to, in the primary school as well as in their home. Starting from this material which is familiar to them, the pupils are guided to explore the "computational paradigm". This is accomplished through gradual steps, where they are solicited to observe, to analyze, to devise models and, eventually, to develop simple programs in Logo. Our work is an attempt to suggest a different perspective on computation, since most of the opportunities for the pupils to interact with the new technologies tend to reinforce a view that relegates all the computing sphere to a merely instrumental role.