Computer Programming Goes Back to School

Kafai, Yasmin B.; Burke, Quinn

doi:10.1177/003172171309500111

Cited by 142 publications

(66 citation statements)

References 4 publications

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“…Computer programming skills contribute to the development of other high-level skills like problemsolving, logical inference and creative thinking (Fesakis & Serafeim, 2009;Fessakis, Gouli, & Mavroudi, 2013;Kay & Knaack, 2005). Trainers and researchers have become aware of the contributions made to students by having the skill of computer programming (Gökçearslan & Alper, 2015), which has resulted in the increase of courses and activities aimed at computer programming teaching for young ages in both Europe and the United States (Grover & Pea, 2013;Kafai & Burke, 2013). A number of countries have started to integrate computer programming for young people into their national programs (Kalelioğlu, 2015).…”

Section: Introductionmentioning

confidence: 99%

Computer Programming Self-Efficacy Scale (Cpses) for Secondary School Students: Development, Validation and Reliability

Kukul¹,

Gökçearslan²,

Günbatar³

2017

Eğitim Teknolojisi Kuram Ve Uygulama

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Computer programming has been included in the curriculum of K12 education around the world and this has necessitated a tool for the assessment of the computer programming selfefficacy. Thus, this study aims to suggest the necessary scale for the field. In the scale development, the steps of classical measurement theory were applied. Following the expert review, the item pool was conducted with 233 students in a public secondary school which provides education to the age group of 12-14 in the school year 2014-2015. As a result of the study, a unidimensional 5-point Likert scale of 31 items was obtained. The factor loads varied between 0.47 and 0.71 and the explained variance rate was 41.15%. In the analysis of the internal consistency, sufficient values were found; the Cronbach alpha as 0.95 and the equivalent halves method result as 0.96. For the construct validity, exploratory and confirmatory factor analysis were applied and the result showed that the scale is valid and reliable. Günümüzde, bilişim teknolojilerindeki gelişmelerle insanların problemlere çözüm arayışları farklılaşmıştır. Uzun sürede bitirilebilecek bir iş ya da görev teknolojiyi kullanarak kısa sürede bitirebilmektedir. Dijital teknolojinin içerisinde büyüyen çocukların, sadece o teknolojiyi kullanmaları değil, gerekirse yeni teknolojiler üreterek üst düzey düşünme becerilerinin gelişmesi beklenmektedir (Kalelioğlu, 2015). Bu üst düzey becerilerden bir tanesi de Bilgi İşlemsel Düşünmedir (Computational Thinking) (Philips, 2009;Wing 2010). Bilgi İşlemsel Düşünme, sadece bilgisayar bilimcilerinin değil tüm insanların sahip olmaları gereken bir beceri olarak görülmektedir (Korkmaz, Çakir, & Özden, 2017;Wing, 2006;Wing, 2008;Wing, 2010). KeywordsBilgi İşlemsel Düşünme becerisinin öğrencilere kazandırılmasında sık kullanılan yöntemlerden bir tanesi, "Başlangıç Öğrenme Ortamları" olarak değerlendirilen görsel programlama araçlarıyla bilgisayar programlama öğretimidir (Weinberg, 2013). Programlama becerisi yaratıcı düşünme, problem çözme, mantıksal çıkarım gibi üst düzey düşünme becerilerinin geliştirilmesine olanak tanımaktadır (Fesakis & Serafeim, 2009;Fessakis, Gouli, & Mavroudi, 2013;Kay & Knaack, 2005). Bilgisayar programlama becerisinin öğrencilere sağladığı katkı, eğitimcilerin ve araştırmacıların ilgisini çekmiş (Gökçearslan & Alper, 2015), bu doğrultuda Avrupa ve Amerika'da erken yaşlar için bilgisayar programlama öğretimine yönelik ders ve etkinlikler üzerine yapılan çalışmalar artmıştır (Grover & Pea, 2013;Kafai & Burke, 2013). Birçok ülke erken yaşlar için bilgisayar programlamayı ulusal programlarına entegre etmeye başlamışlardır (Kalelioğlu, 2015).Geçmişte öğrencilere bilgisayar programlamanın öğretilmeye çalışılıp, sadece az sayıdaki öğrencinin başarılı olması (Resnick et al., 2009), "bu sefer de aynı sorunla karşı karşıya kalınır mı?" sorusunu akla getirmektedir. Bunun için öğrencilerin bilgisayar programlamaya yönelik düşünceleri ve bilgisayar programlamadaki başarılarının değerlendirilmesi gerekmektedir. Öğrencilerin öz-yeterl...

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Section: Introductionmentioning

confidence: 99%

Computer Programming Self-Efficacy Scale (Cpses) for Secondary School Students: Development, Validation and Reliability

Kukul¹,

Gökçearslan²,

Günbatar³

2017

Eğitim Teknolojisi Kuram Ve Uygulama

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“…While CS provides opportunities for learning involving higher order levels of thinking and skills, as listed above (and discussed also by Grover andPea 2013, andKafai andBurke 2013), the subject has not necessarily experienced a wide uptake by learners when courses have been optional. Rather than seeing an increasing uptake of the subject, in the UK there has been a declining uptake of ICT-related subjects both at national General Certificate of Secondary Education (GCSE) examination level (at age 16 years) and at national Advanced-(A-) examination level (at 18 years).…”

Section: The Main Arguments For Cs Curricula In Schoolsmentioning

confidence: 99%

Computer science (CS) in the compulsory education curriculum: Implications for future research

Passey

2016

Educ Inf Technol

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The subject of computer science (CS) and computer science education (CSE) has relatively recently arisen as a subject for inclusion within the compulsory school curriculum. Up to this present time, a major focus of technologies in the school curriculum has in many countries been on applications of existing technologies into subject practice (both software such as office applications, and hardware such as robots and sensors). Through uses of these applications, information and communications technologies (ICT) have focused on activities to support subject and topic learning (across wide age and subject ranges). Very recently, discussions for including computers in the curriculum have shifted to a much greater focus on computing and CS, more concerned with uses of and development of programming, together with fundamental principles of problem-solving and creativity. This paper takes a policy analysis approach; it considers evidence of current implementation of CSE in school curricula, the six main arguments for wider-scale introduction of the subject, the implications for researchers, schools, teachers and learners, the state of current discussions in a range of countries, and evidence of outcomes of CSE in compulsory curricula. The paper concludes by raising key questions for the future from a policy analysis perspective.

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“…Learning programming tools like Basic, Logo, and Pascal were widespread educational systems in the 1980s (Papert, 1980), but were discarded in the 90s with the rise of the Internet (Kafai & Burke, 2015). Today, efforts are being invested in designing apps that enable the construction of digital artifacts with a minimum requirement of prior programming knowledge.…”

Section: Introductionmentioning

confidence: 99%

“…Indeed, to emphasize this point we have chosen to use the term "creative computing" in our paper rather than coding or programming. These current applications effectively combine programming learning with participation in an online community and allow teens to create and share their interactive projects, ranging from digital storytelling, simulations, and games, to programmable digital clothes (Brennan, Chung, & Hawson, 2011;Kafai & Burke, 2015). Resnick, the head of the MIT Media Lab, who developed the Scratch app (http://scratch.mit.edu/) used in our study, claimed that this technology teaches children to be creative and to think in a structured and collaborative way (Flanagan, 2015).…”

Section: Introductionmentioning

confidence: 99%

Can Designing Self-Representations through Creative Computing Promote an Incremental View of Intelligence and Enhance Creativity among At-Risk Youth?

Blau

Benolol

2016

IJELL

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Creative computing is one of the rapidly growing educational trends around the world. Previous studies have shown that creative computing can empower disadvantaged children and youth. Atrisk youth tend to hold a negative view of self and perceive their abilities as inferior compared to "normative" pupils. The Implicit Theories of Intelligence approach (ITI;Dweck, 1999Dweck, , 2008 suggests a way of changing beliefs regarding one's abilities. This paper reports findings from an experiment that explores the impact of a short intervention among at-risk youth and "normative" high-school students on (1) changing ITI from being perceived as fixed (entity view of intelligence) to more flexible (incremental view of intelligence) and (2) the quality of digital selfrepresentations programmed though a creative computing app. The participants were 117 Israeli youth aged 14-17, half of whom were at-risk youth. The participants were randomly assigned to the experimental and control conditions. The experimental group watched a video of a lecture regarding brain plasticity that emphasized flexibility and the potential of human intelligence to be cultivated. The control group watched a neutral lecture about brain-functioning and creativity. Following the intervention, all of the participants watched screencasts of basic training for the Scratch programming app, designed artifacts that digitally represented themselves five years later and reported their ITI. The results showed more incremental ITI in the experimental group compared to the control group and among normative students compared to at-risk youth. In contrast to the research hypothesis, the Scratch projects of the at-risk youth, especially in the experimental condition, were rated by neutral judges as being more creative, more aesthetically designed, and more clearly conveying their message. The results suggest that creative computing combined with the ITI intervention is a way of developing creativity, especially among at-risk youth. Increasing the number of youths who hold incremental views of intelligence and developing computational thinking may contribute to their empowerment and wellbeing, improve learning and promote creativity.

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Computer Programming Goes Back to School

Abstract: Learning programming introduces students to solving problems, designing applications, and making connections online.

Cited by 142 publications

References 4 publications

Computer Programming Self-Efficacy Scale (Cpses) for Secondary School Students: Development, Validation and Reliability

Computer Programming Self-Efficacy Scale (Cpses) for Secondary School Students: Development, Validation and Reliability

Computer science (CS) in the compulsory education curriculum: Implications for future research

Can Designing Self-Representations through Creative Computing Promote an Incremental View of Intelligence and Enhance Creativity among At-Risk Youth?

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