Computing education in K-12 schools: A review of the literature

Garneli, Varvara; Giannakos, Michail N.; Chorianopoulos, Konstantinos

doi:10.1109/educon.2015.7096023

Cited by 82 publications

(94 citation statements)

References 58 publications

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“…Teachers' beliefs, practices and, especially, methodologies that they select for use in programming instructional activities, have a strong impact on novice programming pupils. "Alternative methodologies provide educators with the opportunity to deal with the complexity of each formal or informal class" [15] (p. 5). Following this line of thought, the same authors point out that creative instructional approaches based on constructivism and constructionism principles could be very important for involving pupils actively in their learning process.…”

Section: Teachers and Teaching Methodologiesmentioning

confidence: 99%

“…Computer programming entails an understanding of theoretical background and practice of a series of semantic and syntactic knowledge, programming skills and algorithmic thinking. These characteristics make learning complex and difficult for many pupils [10,[13][14][15].…”

Section: Subject and Complexity Of Languagesmentioning

confidence: 99%

“…There are many aspects to consider when choosing the most adequate programming tool to be used for teaching programming, particularly to newcomers [15]. Teachers have a dilemma, whether they should select a professional tool, mostly text-based languages, or select a more pedagogical tool, like block-based programming environments.…”

Section: Technologies and Applicationsmentioning

confidence: 99%

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A Cross-analysis of Block-based and Visual Programming Apps with Computer Science Student-Teachers

et al. 2019

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In the last few years, it has been pointed out that teaching programming is a strong strategy to develop pupils’ competences in computational thinking (CT). In the Portuguese context, the curriculum changes in 2018 made programming and CT compulsory for every pupil in primary and secondary education. Nowadays, there is an information and communication technology (ICT) subject, taught by a computer science teacher in each school grade. In Portugal, to become a computer science teacher in primary and secondary education, it is compulsory to have a master’s degree in computer science education. This article reports on a pedagogical activity developed with student-teachers of a Master in Teaching Informatics at the University of Lisbon. Within the activities of the master’s program, we developed a cross-analysis of the core characteristics of 26 block-based and visual programming applications (apps) used to teach computational thinking and programming in school classes. In order to organize the analysis, a framework with several dimensions was developed and used by student-teachers to register the characteristics of each app. The product of this work is a comparative matrix mapping the core characteristics of each of the 26 apps that student-teachers used to select the most appropriate one for teaching programming and computational thinking according to each grade, age group and other characteristics.

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Section: Teachers and Teaching Methodologiesmentioning

confidence: 99%

Section: Subject and Complexity Of Languagesmentioning

confidence: 99%

Section: Technologies and Applicationsmentioning

confidence: 99%

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A Cross-analysis of Block-based and Visual Programming Apps with Computer Science Student-Teachers

et al. 2019

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“…Garneli et al [13] present a systematic literature review of computing education in K-12 schools. They were specifically looking at questions relating to the benefits & challenges of using programming tools in K-12, the contexts for improving students learning in K-12 computing education and what the most common instructional practices are.…”

Section: Related Workmentioning

confidence: 99%

Computational Thinking in Secondary Education: Where does it fit? A systematic literary review

Lockwood

Mooney

2018

IJCSES

111

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Computational Thinking (CT) has been described as an essential skill which everyone should learn and can therefore include in their skill set. Seymour Papert [1] is credited as concretising Computational Thinking in 1980 but since Wing [2] popularised the term in 2006 and brought it to the international community's attention, more and more research has been conducted on CT in education. The aim of this systematic literary review is to give educators and education researchers an overview of what work has been carried out in the domain, as well as potential gaps and opportunities that still exist.

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“…Much research associated with the teaching of programming has focused on pedagogy and instructional approaches to teaching. From the 1980s we see an emphasis on learners constructing knowledge as they explore [22]; applying ideas from Papert's constructionism More recent research has highlighted the need for guided instruction to ensure that learners circumnavigate a carefully constructed progression to develop a complete mental model [8,9,17,20,25]. Grover et al suggest that to foster deep learning a combination of guided discovery and instruction rather than pure discovery and 'tinkering' would be more successful [9].…”

Section: Teaching Programming: Instructional Approachesmentioning

confidence: 99%

Teachers' Experiences of using PRIMM to Teach Programming in School

Sentance

Waite

Kallia

2019

Proceedings of the 50th ACM Technical Symposium on Computer Science Education

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PRIMM is an approach to teaching programming at K-12 that facilitates the structure of lessons in a purposeful way. PRIMM stands for Predict-Run-Investigate-Modify-Make, and draws on recent research in programming education. In particular the PRIMM approach recognises that starting with existing code and being able to explain what it does gives novice programmers the confidence to write their own programs. Using the PRIMM approach, teachers can devise scaffolded and targeted tasks for students which helps engender understanding, particularly for those who may have previously struggled to understand programming concepts. In this techniques paper, we consider what PRIMM is, and the experiences that teachers have had of using the structure in the classroom. PRIMM materials have been trialled in schools in a study involving around 500 students aged 11-14. From interviews with nine participating teachers we have found that teachers particularly value the collaborative approach taken in PRIMM, the structure given to lessons, and the way that resources can be differentiated. We propose that PRIMM is an approach that could be adopted in all phases of programming education as well as in teacher training.

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Computing education in K-12 schools: A review of the literature

Cited by 82 publications

References 58 publications

A Cross-analysis of Block-based and Visual Programming Apps with Computer Science Student-Teachers

A Cross-analysis of Block-based and Visual Programming Apps with Computer Science Student-Teachers

Computational Thinking in Secondary Education: Where does it fit? A systematic literary review

Teachers' Experiences of using PRIMM to Teach Programming in School

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