Promoting Programming Education of Novice Programmers in Elementary Schools: A Contrasting Cases Approach for Learning Programming

Autor/inn/en	Ma, Ning; Qian, Jinglong; Gong, Kaixin; Lu, Yao
Titel	Promoting Programming Education of Novice Programmers in Elementary Schools: A Contrasting Cases Approach for Learning Programming
Quelle	In: Education and Information Technologies, 28 (2023) 7, S.9211-9234 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ma, Ning)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11565-9
Schlagwörter	Elementary School Students; Programming; Computer Science Education; Novices; Learner Engagement; Teaching Methods; Instructional Effectiveness; Academic Achievement; Cognitive Processes + Suchen Sie Ihr Suchwort? Programmierung; Computer science lessons; Informatikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Schulleistung; Cognitive process; Kognitiver Prozess
Abstract	Computational thinking is an important competence for learners in the twenty-first century. As an effective approach for cultivating competence in computational thinking, programming education has been extended from college to elementary school teaching. However, it is challenging to engage beginners in programming in elementary school education. In the current study, a contrasting cases approach for learning programming was designed to facilitate learning outcomes of novice programmers in elementary schools. To evaluate the effectiveness of the proposed approach, a quasi-experiment was conducted during a 3-week programming course with 72 elementary school students. The results revealed that the contrasting cases approach for learning programming was effective for improving learning outcomes in terms of learning performance, learning engagement, and cognitive load. Furthermore, suggestions for promoting the learning of programming by novice learners at the elementary school level using the contrasting cases approach were proposed. In addition, prospects for future research and practice were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01