Development and application of Python teaching⋅learning strategies with block programming language as a advanced organizer

Abstract

Objectives The Purpose in this study, a teaching⋅learning strategy was developed to lower the cognitive load when novice learners with block programming experience learn a text programming. Methods According to previous studies, Python was selected as a text programming language, and Python teaching⋅learning strategies with block programming language as a preceding organizer were developed and reviewed by experts. In addition, the developed teaching⋅learning strategy was applied to 19 elementary school students (8 experimental groups and 11 control groups) to measure computing thinking in a preliminary inspection and cognitive load in a post inspection. Results The teaching⋅learning strategy was finally completed after receiving a validity review from computer education professors and field experts. As a result of applying teaching⋅learning strategies, it was confirmed that they were homogeneous groups in the preliminary examination, and when teaching⋅learning strategies were applied, the cognitive load was measured lower than that of the control group. Conclusions Through prior research and expert review, teaching⋅learning strategy and learning materials with block programming language as a advanced organizer were developed. When learning Python with the developed strategy and learning materials, it was confirmed that the cognitive load was measured lower than with the direct teaching strategy. This is expected to increase academic achievement by allowing learners to have room for cognitive capacity and promoting learning due to the lower cognitive load when learning Python.