Using Computer Programming to Enhance Science Learning for 5th Graders in Taipei

Lai, Ching-San; Lai, Ming-Horng

doi:10.1109/is3c.2012.45

Cited by 17 publications

(12 citation statements)

References 3 publications

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“…Finally, there are studies focused on the use of programming in science lessons using Logo (Kafai, Ching, & Marshall, 1997;Yarnall & Kafai, 1996), Netlogo (Dickes & Sengupta, 2013;Wilensky & Reisman, 2006), and Scratch (Lai & Lai, 2012). To the best knowledge of the authors, no specific research on the effect of coding in social studies exists.…”

Section: Introductionmentioning

confidence: 99%

Code to Learn: Where Does It Belong in the K-12 Curriculum?

2016

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The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three quasi-experimental research designs conducted in three different schools (n=129 students from 2 nd and 6 th grade), in order to assess the impact of introducing programming with Scratch at different stages and in several subjects. While both 6 th grade experimental groups working with coding activities showed a statistically significant improvement in terms of academic performance, this was not the case in the 2 nd grade classroom. Notable disparity was also found regarding the subject in which the programming activities were included, as in social studies the effect size was double that in mathematics.Keywords: elementary education, improving classroom teaching, interdisciplinary projects, programming and programming languages, teaching/learning strategies, computer education, Scratch. IntroductionComputer programming is becoming a basic skill that allows participating effectively in a world full of digital objects (González, 2014), and in recent years we are witnessing initiatives worldwide to promote the teaching of programming in schools. However, there is little consensus about the way programming should be included in the curriculum (Grover & Pea, 2013).The European Schoolnet has elaborated a report where 20 European MinistriesMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission.Code to Learn: Where Does It Belong in the K-12 Curriculum? 284of Education give an overview of their current initiatives and plans regarding computer programming (Balanskat & Engelhardt, 2015). There are countries where programming is an end in itself, as the focus is on the potential benefits for those who know to program when they enter the labor market. This approach is based on studies that estimate that in the near future there will be a significant shortage of well-trained professionals in this field in Europe (Gareis et al., 2014) and in the US (Cuny, 2012). Some countries have decided to create a new specific subject, while others have included coding in the general ICT/technology course. Other governments are consideri...

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Section: Introductionmentioning

confidence: 99%

Code to Learn: Where Does It Belong in the K-12 Curriculum?

2016

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“…Alanyazında yer alan çalışmalarda öğrencilerin sahip olduğu bilgi-işlemsel düşünebilme becerileri ile problem çözme ve fikir yürütme (Román-González, Pérez-González, & Jiménez-Fernández, 2017), algoritmik düşünme (Choi, Lee, & Lee, 2016), eleştirel düşünme, yaratıcı düşünme, işbirlikçi öğrenme ve iletişim becerileri (ISTE, 2016) gibi becerilerin ilişkili olduğu görülmektedir. Bunun yanı sıra bilgi-işlemsel düşünme becerisi gelişiminin, "matematik" ve "fen ve teknoloji" derslerinin öğretimi ile ilişkili olduğuna yönelik çalışmalarda mevcuttur (Calder, 2010;Lai & Lai, 2012).…”

Section: Introductionunclassified

YAP Programlama Öğretim Modelinin Öğrencilerin Bilgi-İşlemsel Düşünme Becerilerine Etkisi

Erümit¹,

Şahin

Karal³

2020

Kastamonu Eğitim Dergisi

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Anahtar Kelimelerprogramlama öğretimi bilgi-işlemsel düşünme yap modeli scratch ÖzBu çalışmada YAP öğretim modeli kullanılarak işlenen programlama derslerinin öğrencilerin bilgi-işlemsel düşünme becerisine etkisini belirlemek amaçlanmıştır. Araştırma, Trabzon ilindeki bir ortaokulda 6. sınıfta öğrenim görmekte olan 38 öğrenci ile 9 hafta boyunca durum çalışması yöntemi ile yürütülmüştür. Veri toplama aracı olarak Bilgisayarca Düşünme Ölçeği kullanılmıştır. İstatistiksel analiz sonuçlarına bakıldığında öğrencilerin bilgi-işlemsel düşünme becerilerinde anlamlı fark ortaya çıkmıştır. Bu farkın ortaya çıkmasındaki etkenin Scratch aracı ile birlikte kullanılan YAP modeli olduğu düşünülmektedir. Bu nedenle programlama öğretimi sürecinde blok tabanlı görsel programlama araçları ile birlikte YAP modelinin kullanılması önerilmektedir.

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“…Studies on acquisition of these 21st century skills reveal that teaching programming significantly improves students' logical thinking (Shih, 2014), problem solving (Brown et al, 2013;Lai and Lai, 2012;Kalelioğlu and Gülbahar, 2014), computational thinking (Sáez-López et al, 2016), reflective thinking (Fesakis and Serafeim, 2009;Kobsiripat, 2015), metacognition (Fessakis, Gouli, and Mavrodi, 2013;Kafai and Burke, 2014), and collaborative work (Denner, Werner, and Ortiz, 2012). In addition to these skills, learning programming has been found to have a positive effect on students' academic achievement in a variety of subjects (computers, mathematics, science, language arts, and arts education) (Calder, 2010;Sáez-López et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…The literature shows that teaching programming holds an important potential for helping students gain 21st century skills. Through programming teaching in the literature; students' logical thinking (Lai & Lai, 2012;Shih, 2014), problem solving (Brown et al, 2013;Lai & Lai, 2012), computational thinking (Sáez-López et al, 2016), higher level thinking There has been positive progress in skills (Kafai & Burke, 2014) and critical thinking (Erümit et al, 2019). Besides developing students' cognitive skills, however, programming requires other higher level skills for the learning process itself (Law, Lee and Yu, 2010), which makes learning programming is quite challenging (Helminen and Malmi, 2010), and students have an overall lower level of achievement in this subject (Robins, Rountree, and Rountree, 2003).…”

Section: Introductionmentioning

confidence: 99%

Plugged or Unplugged Teaching: A Case Study of Students’ Preferences in the Teaching of Programming

Erümit

Şahin

2020

IJCSES

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This study is an investigation of the effects of plugged and unplugged activities in a programming course using the Programming in Seven Steps (PSS) model on pupils' satisfaction and activity type preferences. A case study method was used in the classroom was the case. Data included students' diary, their responses on semi-structured interview forms, and semi-structured interviews with a selected sub-set of students. The collected data were analyzed by content analysis technique. It has been found that there are different factors that positively affect student satisfaction for "Conditional Structures", "Variables" and "Loops" courses that are processed according to YAP model. In addition, students' preferences and reasons for activity type differ. Study results show that training students with their preferred activity types increases their satisfaction and enable them to overcome associated difficulties more easily. It is concluded that because the PSS model is effective with students with different learning environment preferences, it can be used as a model to increase learner satisfaction with programming instruction.

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Using Computer Programming to Enhance Science Learning for 5th Graders in Taipei

Cited by 17 publications

References 3 publications

Code to Learn: Where Does It Belong in the K-12 Curriculum?

Code to Learn: Where Does It Belong in the K-12 Curriculum?

YAP Programlama Öğretim Modelinin Öğrencilerin Bilgi-İşlemsel Düşünme Becerilerine Etkisi

Plugged or Unplugged Teaching: A Case Study of Students’ Preferences in the Teaching of Programming

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