Elementary Students Learning Computer Programming: An Investigation of Their Knowledge Retention, Motivation, and Perceptions

Autor/inn/en	Luo, Tian; Reynolds, Jilian; Muljana, Pauline Salim
Titel	Elementary Students Learning Computer Programming: An Investigation of Their Knowledge Retention, Motivation, and Perceptions
Quelle	In: Educational Technology Research and Development, 70 (2022) 3, S.783-806 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Luo, Tian) ORCID (Muljana, Pauline Salim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-022-10112-0
Schlagwörter	Elementary School Students; Computer Science Education; Programming; Retention (Psychology); Learning Motivation; Student Attitudes; Mathematical Concepts; Computation; Outcomes of Education + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Programmierung; Merkfähigkeit; Motivation for studies; Lernmotivation; Schülerverhalten; Lernleistung; Schulerfolg
Abstract	Students need to learn and practice computational thinking and skills throughout PreK-12 to be better prepared for entering college and future careers. We designed a math-infused computer science course for third to fifth graders to learn programming. This study aims to investigate the impact of the course on students' knowledge acquisition of mathematical and computational concepts, motivation, and perceptions of the computing activities. Fifty-one students at a Boys and Girls Club participated in the study. Data collection procedures include pre- and post-tests, pre- and post-surveys, in-class observations, and one-on-one interviews. Results indicate that students have improved significantly on mathematical and computational concepts. They also tended to believe computer programming is fun, comprehensible, enjoyable, and were able to perceive the value of learning it. Implications and recommendations for future research are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01