An autodidactic programming curriculum application for early education: Pilot studies and improvement suggestions
Self-teaching programming curriculum
Testing and debugging
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AbstractInformal learning is a research area not fully explored yet , but interest in out of classroom learning methods and settings is currently increasing , . In parallel to that, the advent of Internet, which allows for a plethora of educational content to be widely shared, seems to be promoting self-directed learning for all ages. Furthermore the rapid technological advancement makes obvious the need to identify opportune times and methods for technology and computer education, starting probably from the very early ages  and . This paper presents improvement suggestions after children and teachers piloted a self-teaching programming using an interactive application developed by our research group. The application presents a curriculum that introduces fundamental programming concepts and algorithmic thinking to early elementary school students. The teaching approach is based on parallel use of the self-teaching application, and use of the "Scratch" platform that allows for interaction and experimentation with fundamental but also more advanced programming concepts . The application is interactive, and in parallel with teaching, offers the students developmentally appropriate rubrics for self-assessment . The curriculum proposed, consists of 10 educational modules that address fundamental programming concepts, namely the concepts of algorithmic thinking, well-structured problem solving, assignment of variables, creating of logic diagrams, use of sequential, conditional and repeated instructions, testing and debugging. Every educational module consists of an audiovisual introduction to a game scenario and the Scratch modules the children will need to use, one step-by step solution to the problem, and introduction to a similar game scenario that addresses the same programming concepts as the initial scenario, a self-assessment rubric for the child to use, that again uses developmentally appropriate form of questions and visual elements and requires Yes/No answers. The application was initially developed and piloted as an afterschool activity by 12 3rd graders in an elementary school in Greece . Following that, two 3rd grade teachers also implemented the application in class during regular class hours.
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Program structure and self direction in independent learning programs : towards a theory of liberating program systems for independent learning programsHiggs, Joy, Education, Faculty of Arts, UNSW (University of New South Wales., 1989)
Program structure and self direction in independent learning programs : towards a theory of liberating program systems for independent learning programsHiggs, Joy, Education, Faculty of Arts, UNSW (University of New South Wales. Education, Faculty of Arts, 1989)
An Analysis on Distance Education Computer Programming Students’ Attitudes Regarding Programming and Their Self-Efficacy For ProgrammingOzcan OZYURT (2015-04-01)This study aims to analyze the attitudes of students studying computer programming through the distance education regarding programming, and their self-efficacy for programming and the relation between these two factors. The study is conducted with 104 students being thought with distance education in a university in the north region of Turkey in spring semester of 2013-2014 academic years. Attitude Scale toward Computer Programming (AStCP) and Computer Programming Self-Efficacy Inventory (CPSEI) are used as data collecting tool. The study is conducted within the descriptive scanning model. The data collected during the study is analyzed with Mann Whitney U test, independent t-test and Pearson Correlation coefficient for answering the research questions. According to the results of the study the attitudes of the students regarding programming are generally positive and their self-efficacy for programming are at high level. There is statistically important difference in the attitudes of students regarding programming in accordance with their gender and grade level. Accordingly, their selfefficacy differentiates statistically by these two variables. Finally, it is concluded that there is a positive relation in average level between the attitudes of the students regarding programming and their self-efficacy for programming.