Kod som teknisk lösning: en studie om grundskoleelevers uppfattningar av ändamålsenlighet i deras spontana programspråk

Abstract

This study examines primary school students’ perception of functionality in their spontaneous programminglanguage for controlling a simple robot. Classroom activities were designed in order to create opportunitiesfor the students (year 1 and year 4) to discuss and develop together with their teachers a sharedprogramming language for controlling a simple robot. The students spontaneously used (a) natural language,(b) images or (c) symbols when they created their programming language. The findings show thatthe students primarily perceived a code’s functionality as a question of readability, rather than how wellit fit the purpose of controlling the robot. Possible consequences of the findings for teaching in technologyeducation are discussed.

”Vi går in och tittar i mappen” -En lärares språkliga strukturering av rumslighet i programmeringsundervisning

“…Några av dessa studier rör implementering av olika undervisningsprojekt och effekten därav (Cetin, 2015;Xinogalos, 2016). I ett nordiskt perspektiv fokuserar flera av studierna på elevers lärande av programmering i klassrummet (Anderhag et al, 2021;Cederqvist, 2020Cederqvist, , 2022. Både lära sig att programmera och att undervisa om och i programmering är svårt (t.ex.…”

Programmering kan ses som ämnesinnehåll i teknik

“…Per Anderhag med medförfattare har undersökt vilka typer av kod som elever i årskurs 1 och 4 skapar, och hur de resonerar om kodens ändamålsenlighet när de programmerar robotar [1].…”

Metaphor in Mind : Programming Teachers' Knowledge and Beliefs in Action

“…Meanwhile, researchers such as Axell and Stolpe (2019), Cederqvist (2021), and Bjursten et al (2022) have investigated how programming activities and teaching strategies take form in the classroom. Furthermore, there have been studies on specific aspects of programming, such as computational thinking (Carlborg et al, 2019;Nouri et al, 2020;Pears et al, 2021;Zhang et al, 2020), students' perception of the functionality of programming languages (Anderhag et al, 2021), and programming activities in informal learning environments (Sparf et al, 2022). Scholars such as Nordlöf et al (2022) have begun to explore the nature of programming as a sub-component of technology education.…”