A Conceptual Model of What Programming Affords Secondary School Courses in Mathematics and Technology

Autor/in	Humble, Niklas
Titel	A Conceptual Model of What Programming Affords Secondary School Courses in Mathematics and Technology
Quelle	In: Education and Information Technologies, 28 (2023) 8, S.10183-10208 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Humble, Niklas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-023-11577-z
Schlagwörter	Secondary School Students; Mathematics Instruction; Programming; Teaching Methods; Teacher Attitudes; Secondary School Teachers; Creativity; Efficiency; Interdisciplinary Approach; Visualization; Holistic Approach; Computer Science Education; Comparative Analysis; Course Content; Learning Motivation; Instructional Design; Technology Education + Suchen Sie Ihr Suchwort? Sekundarschüler; Mathematics lessons; Mathematikunterricht; Programmierung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Kreativität; Effectiveness; Effektivität; Wirkungsgrad; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Visualisation; Visualisierung; Holistischer Ansatz; Computer science lessons; Informatikunterricht; Kursprogramm; Motivation for studies; Lernmotivation; Lesson concept; Lessonplan; Unterrichtsentwurf; Technisch-naturwissenschaftlicher Unterricht
Abstract	Due to increased need of professionals on the future labour market with competence in programming, many countries have integrated programming in kindergarten to grade 12 (K-12) education. In 2017, programming was integrated in Swedish primary and secondary school curriculum and the courses of Mathematics and Technology. Research has highlighted challenges in integrating programming and other new technologies, and the need for better teacher support. The aim of the study was to examine what programming affords secondary school courses in Mathematics and Technology according to teachers that use programming in these two courses. The study was conducted with a qualitative approach and collected data through interviews with 19 teachers that use programming in secondary school courses of Mathematics and/or Technology. Thematic analysis with inductive-deductive approach was used to analyse the collected data. Theory of Affordances was used to identify themes of interests in the collected material and group these into categories. Ten programming affordances are identified in this study: 1) flexibility, 2) creativity, 3) efficiency, 4) visualisation, 5) fun, 6) curiosity, 7) play, 8) holistic views, 9) fearlessness, and 10) interdisciplinary collaborations. Through discussion and comparison with previous research, these programming affordances are found to relate to three aspects of teaching and learning in secondary school Mathematics and Technology: A) support course content and learning, B) facilitate engagement and motivation, and C) foster developmental skills. The study concludes with a suggestion for a conceptual model on what programming can afford school courses in Mathematics and Technology, based on the findings of the study. Findings can be used by teachers, policymakers and other stakeholders in the integration and design of programming in secondary education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01