Ecological Design-Based Research for Computer Science Education: Affordances and Effectivities for Elementary School Students

Harlow, Danielle B.; Dwyer, Hilary A.; Hansen, Alexandria K.; Iveland, Ashley; Franklin, Diana

doi:10.1080/07370008.2018.1475390

Cited by 15 publications

(5 citation statements)

References 22 publications

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“…The previous research suggests that in learning the programming disciplines children face certain difficulties such as a lack of understanding of computational principles, a lack of mathematical knowledge, and low literacy in related subjects [27]. The present research showed a correlation between environmental literacy test scores, overall academic performance, and project scores of the experimental group.…”

Section: Discussionsupporting

confidence: 61%

“…It is also important that teachers and curriculum developers take into account the cognitive and physical abilities of students. If difficult situations arise, they quickly respond to them, remove problematic components, provide additional information, and make visual prompts [27,28,39]. The present research focuses on seventh-grade school students only.…”

Section: Discussionmentioning

confidence: 99%

“…The students' performance corresponded to the capabilities of the programming environment. To achieve this, according to the previously tested methodology [27], corrective actions were taken: first, the correspondence of the programming task to the curriculum followed by seventh‐grade students was determined, and additional information that they had not yet been taught as part of the mathematics curriculum was presented in the mathematics lessons. Second, additional support tools—pop‐up prompts for the ultimate learning goal—were added.…”

Section: Discussionmentioning

confidence: 99%

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Environmental design as a component of block‐based programming

Geng

2022

Comp Applic In Engineering

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The research purpose is to analyze how block‐based programming, introduced in parallel with classical school education, will be an effective tool for developing environmental awareness among students. The research proposes a well‐developed theoretical program on environmental literacy and a practical Science, technology, engineering, and mathematics (STEM) project creating an eco‐house model with a weather station and alternative energy sources in a regular secondary school in Shanghai. The sample involved school students of the seventh grade, equally divided into two groups: the control group (learnt only a theoretical program) and the experimental group (learnt both a theoretical program and a practical STEM project). At the end of the school year, students passed an environmental literacy test. The differences between the control and experimental groups were statistically significant. The experimental group has the advantage in all parameters: it has the highest scores and a large number of students who showed a high and very high level of knowledge. The results prove the methodology effectiveness of the experimental group in terms of developing sensitivity to the environment, cognitive abilities, ecological analysis, and preserving the environment. It was found that overall academic performance correlates significantly with both test scores and project scores. The highest scores were for the project, which indicates the effectiveness of block‐based programming in the learning of the experimental group, their implementation of new ideas based on the acquired knowledge, success in decision‐making, and experience that went beyond previous achievements.

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Section: Discussionsupporting

confidence: 61%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Environmental design as a component of block‐based programming

Geng

2022

Comp Applic In Engineering

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“…People always benefit from concepts when communicating with others and describing an object or event (Cherdymova et al, 2018). The concept of ecology is named as the branch of science that examines all kinds of interactions of living things with their environment and their results and reasons (Harlow, Dwyer, Hansen, Iveland, & Franklin, 2018). As can be understood from the definition, ecology is closely related to environmental science.…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Issues in teaching the human and ecology concept

Gulmira¹,

Kuralay²,

Doskeyeva³

et al. 2022

CJES

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The purpose of this research is to evaluate the problems encountered in teaching the concept of human and ecology from the perspective of primary school teachers. The research was created in accordance with the qualitative research method. The study group of the research consists of 25 primary school teachers who are teaching in various primary schools in Kazakhstan in the 2022–2023 academic year. Research data were collected with a semi-structured interview form developed by the researchers. The research data were analysed by descriptive analysis method. As a result of the research, the majority of primary school teachers who participated in the research stated that they found the students' knowledge of human and ecology concepts at a moderate level. Majority of the primary school teachers who participated in the research stated that the students' interest in the concepts of human and ecology was high. The primary school teachers who participated in the research expressed the lack of materials, the inability to find the opportunity to practice, the lack of opportunity to develop projects, the inadequacy of cooperation with the family, the difficulty in sensitising the students and the inadequacy of the ecological infrastructure of the schools as the problems they encounter while teaching the concepts of human and ecology to their students. Keywords: Human and ecology, concept teaching, primary school teachers

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“…Education is a continuous learning process to acquire knowledge, skills, attitudes and thinking abilities (Quay, 2017;Nyarkoh & Intsiful, 2018;Nwune, Oguezue & Odum, 2023). The main goal of education is to teach students how to think, work and solve problems (Harlow et al, 2018;Alnasser, 2020;van den Heuvel et al, 2020). In education, we often hear about natural sciences.…”

Section: Introductionmentioning

confidence: 99%

A Study of Mixed-Method: Science Process Skills, Interests and Learning Outcomes of Natural Science in Junior High School

Yusnidar,

Fuldiaratman,

Chaw

2024

Jur. Ilmh. Ilm. Ter. Un. Ja

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This groundbreaking study unravels the intricate nexus between science process skills, learning interest, and student learning outcomes within natural sciences education. Adopting a pioneering mixed-method approach, this research transcends traditional boundaries by synergizing quantitative and qualitative methodologies to yield a multifaceted understanding of the underlying dynamics. Leveraging a purposive sampling technique, the study meticulously selects seventh-grade students and science teachers from junior high schools in the Batanghari district, positioning itself at the forefront of empirical inquiry into science education. Through a judicious blend of quantitative data analysis facilitated by sophisticated software and qualitative analysis of interactive interviews, the research unfurls a rich tapestry of insights. The findings underscore a compelling correlation between science process skills, learning interest, and learning outcomes, unveiling a nuanced interplay between these pivotal variables. The revelation that science process skills and learning interests collectively influence student learning outcomes is of particular significance, underscoring the holistic nature of science education. The novelty of this research lies in its holistic integration of three pivotal variables through a mixed-methods approach, engendering a deeper understanding of the complex dynamics at play. This study paves the way for a more comprehensive comprehension of the factors shaping science education outcomes by transcending the limitations of singular methodological approaches. Ultimately, the insights gleaned from this research hold profound implications for educational practice, highlighting the imperative of fostering science process skills and nurturing learning interest to optimize student learning outcomes in natural sciences education.

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Ecological Design-Based Research for Computer Science Education: Affordances and Effectivities for Elementary School Students

Cited by 15 publications

References 22 publications

Environmental design as a component of block‐based programming

Environmental design as a component of block‐based programming

Issues in teaching the human and ecology concept

A Study of Mixed-Method: Science Process Skills, Interests and Learning Outcomes of Natural Science in Junior High School

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