A Physical Computing Approach to the Introduction of Computer Programming among a Group of Pre-service Teachers

Abstract

The emphasis on programming and robotics owing to the unfolding of the Fourth Industrial Revolution on the African continent has led the South African National Department of Education to propose a new subject in Grades R to 9. Hence, the training and development of pre-service teachers is crucial so that they can respond to the skills needed in the Digital Age. This preliminary study set out to explore and gauge pre-service teachers' experiences of programming and robotics. Programming is perceived as being difficult and challenging because of its abstract nature. Block-based programming has gained popularity in introducing the novice to programming concepts. This paper presents a case of nine computer science pre-service teachers from a South African university and their experiences of physical computer programming using Scratch for Arduino. Data was collected from unstructured observations during a practical session followed by a semi-structured group interview. The meaningful implementation of physical computing was supported by Rogers's (Freedom to learn: A view of what education might become, Charles Merrill, 1969) experiential learning theory. A prominent finding was that physical programming affords the opportunity to learn electronics and programming simultaneously, making programming relevant and interesting. Programming with Scratch for Arduino takes advantage of the fact that an Arduino is a physical device when paired with Scratch, further making these concepts accessible in a concrete manner.

Analysis of Scratch Software in Scientific Production for 20 Years: Programming in Education to Develop Computational Thinking and STEAM Disciplines

“…Focusing on the evolution of the Scratch themes and keywords, the results of the P1 study show how play and thinking skills are key driving terms for programming by playing in education because students can create interactive games that teach specific concepts in a fun and engaging way as argued by [60], and that are compatible with the teaching of robotics [63,64] by bringing mathematical concepts and problem solving into play in a proficient way, as pointed out by [23,24]. In P2, the research results present CT and school as the motor themes and keywords, in line with [3][4][5][6], which point out that through Scratch, CT skills can be developed in schools with many countries including it in their educational plans.…”

“…Programming and robotics are perceived as difficult and challenging [63,64]; however, the first approaches to Scratch in school are related to linear floor robots such as Beebot or Bluebot [65]. Furthermore, educational boards are available in Scratch extensions such as Makey Makey [66][67][68] designed by students at the Massachusetts Institute of Technology Media Lab (MIT), or other types of boards such as Microbit [69], with built in sensors and digital pins.…”

Co-Learning Computational and Design Thinking Using Educational Robotics: A Case of Primary School Learners in Namibia

“…The loop structure is considered to be one of the challenging topics to understand in programming [ 37 , 38 ]. Teaching methods could be the contributing factor to this, because it is evident that some teaching pedagogies used not only in African schools but also in other parts of the world are not engaging the students [ 5 ].…”