Leveraging the Pied Piper Effect -- The Case of Teaching Programming to Sixth-Grade Students via Music

Autor/in	Lavy, Ilana
Titel	Leveraging the Pied Piper Effect -- The Case of Teaching Programming to Sixth-Grade Students via Music
Quelle	In: Informatics in Education, 22 (2023) 1, S.45-69 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-5831
Schlagwörter	Computer Science Education; Programming; Grade 6; Music; Teaching Methods; Interdisciplinary Approach; Elementary School Students; Concept Formation; STEM Education; Art Education; Spiral Curriculum; Student Attitudes; Cognitive Processes; Difficulty Level + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Programmierung; School year 06; 6. Schuljahr; Schuljahr 06; Musik; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Concept learning; Begriffsbildung; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Spiralcurriculum; Schülerverhalten; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad
Abstract	This paper describes a pilot study that explores students learning how to program via a multi-disciplinary approach. The study participants were eleven 6th grade students who learned programming fundamentals via music activities in a Scratch 3.0 environment. These activities included the programming of familiar melodies and the development of suitable animations or computer games. For that matter, a study unit termed MelodyCode was developed in the spirit of the STEAM education approach and the spiral learning method and included exploration tasks based on individual learning. Via the programming of familiar melodies, they became acquainted with programming concepts such as functions, variables, repetition and control commands, parallel processes, and more. Competitions that win awards were held from time to time, which prompted students to invest efforts in their projects to reach first place and gain the teacher and classmates' appreciation. The study was conducted in the form of action research. The data analysis yielded references to the effect of MelodyCode on common stereotypes students hold regarding programming (masculine profession, necessitates good mathematics knowledge), cognitive aspects (cognitive load, linking music concrete use to abstract programming concepts), and affective aspects (joyful and relaxing class atmosphere, motivation, curiosity, self-efficacy). (As Provided).
Anmerkungen	Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail: info@mii.vu.lt; Web site: https://infedu.vu.lt/journal/INFEDU
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01