Impact of used programming language for K-12 students' understanding of the loop concept

Mladenović, Monika; Žanko, Žana; Mladenović, Saša

doi:10.1504/ijtel.2020.10024760

Cited by 4 publications

(7 citation statements)

References 27 publications

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“…From the ANOVA, the effect size based on the programming language was statistically different. The results of this study were inconsistent with the results of several previous studies (Armoni et al, 2015;Chang et al, 2017;M. Mladenovic et al, 2020;S.…”

Section: Discussioncontrasting

confidence: 99%

A Meta-Analysis of the Effects of Arduino-Based Education in Korean Primary and Secondary Schools in Engineering Education

Lee¹

2020

EUROPEAN J ED RES

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The Arduino microcontroller enables ordinary people to perform professional tasks that only traditional engineering professionals could perform. Recently, several educational cases have been applied to primary and secondary schools, which is a desirable attempt to popularize engineering education. This study meta-analyzed the effects of Arduino-based education in primary and secondary schools in Korea from the perspective of engineering education. Accordingly, 16 academic journals and dissertations were selected that verified educational effects by Arduino-based education to primary and secondary students in Korea, and 31 effect sizes were confirmed. According to the results of this study, the overall average effect size was 0.656, which confirmed that Arduino-based education had a positive educational effect. Furthermore, this study calculated the effect size as measured by categorical and continuous variables such as school level, the inclusion of curriculum, giftedness, publication status, the programming language used, publication year, number of sessions, and number of students. Implications were suggested from the perspective of engineering education. This study is meaningful because it suggests the application of Arduino to primary and secondary schools in engineering education by confirming the positive educational effect of Arduino-based education.

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Section: Discussioncontrasting

confidence: 99%

A Meta-Analysis of the Effects of Arduino-Based Education in Korean Primary and Secondary Schools in Engineering Education

Lee¹

2020

EUROPEAN J ED RES

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“…The first being that teachers tend to compare textual programming tools to block programming tools in regards to opportunities and challenges. Textual programming tools are often perceived as difficult compared to block programming tools, but also to have greater freedom and potential (Garneli et al , 2015; Tsukamoto et al , 2015; Tsukamoto et al , 2016; Sáez-López et al , 2016; Lindberg et al , 2019; Weintrop and Wilensky, 2019; Mladenović et al , 2020; Chiu, 2020). The second being that unplugged programming is perceived as fun and easy, but might be limited to younger students (Feaster et al , 2011; Wohl et al , 2015; Brackmann et al , 2017; Bell and Vahrenhold, 2018).…”

Section: Findings and Discussionmentioning

confidence: 99%

“…A definition of textual programming is that it is written and modified with the help of a text editor (Chen et al , 2019; Chiu, 2020). Many see this as the authentic way of programming and the approach has a more established connection to professional development than block programming tools (Garneli et al , 2015; Tsukamoto et al , 2016; Mladenović et al , 2020). In a literature review on introductory programming in education, Szabo et al (2019) conclude that the three main textual programming tools used were Python, Pascal and Java.…”

Section: Introductionmentioning

confidence: 99%

“…An opportunity with using textual programming tools are their connection to professional development and perception as “authentic” programming, which could be motivating and inspiring for the students (Garneli et al , 2015; Tsukamoto et al , 2016; Mladenović et al , 2020). In a study by Tsukamoto et al (2015) it is concluded that it is possible for students from grade 4 and above to use and enjoy textual programming tools.…”

Section: Introductionmentioning

confidence: 99%

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Remaking and reinforcing mathematics and technology with programming – teacher perceptions of challenges, opportunities and tools in K-12 settings

Humble

Mozelius

Sällvin

2020

IJILT

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PurposeThe purpose of this study is to analyse and discuss K-12 mathematics and technology teachers' perceptions on integrating programming in their teaching and learning activities, and perceptions on different programming tools.Design/methodology/approachThe approach of a case study was used, with data collected from three instances of a professional development programming course for K-12 teachers in mathematics and technology.FindingsThe findings show that there are perceived challenges and opportunities with learning and integrating programming, and with different programming tools. Many teachers perceive programming as fun, but lack the time to learn and implement it, and view different programming tools as both complementary to each other and with individual opportunities and challenges.Practical implicationsThe practical implication of the research is that it can provide guidance for teachers and other stakeholders that are in the process of integrating programming in K-12 education. Further, the research provides useful information on teachers' experiences on working with different programming tools.Social implicationsThe social implication of the research is that the overall aim of the nation-wide integration process might not succeed if the challenges identified in this study are not addressed, which could have negative effects on the development of students' digital competence.Originality/valueThe value of the research is that it identifies important challenges and opportunities for the integration of programming. That is, that many teachers perceive the different programming tools available as complimentary to each other, but are hesitating about what is expected of the integration. Findings could also be valuable for future course design of the teacher professional development.

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“…Block programming tools are usually considered to be easier for beginners because they use drag and drop with a mouse instead of typing (Lindberg et al, 2019). Studies show that students find block programming tools engaging (Adams, 2010), and that they minimize misconception about programming concepts compared to the use of textual programming tools (Mladenović et al, 2020). While block programming tools may be engaging and easier to use, research has shown that the gains students make in block programming tools does not automatically transfer to professional textual programming tools (Weintrop & Wilensky, 2019).…”

Section: Related Workmentioning

confidence: 99%

Teacher observations of programming affordances for K-12 mathematics and technology

Humble

2021

Educ Inf Technol

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With future shortage of professionals with programming and computing skills, many countries have made programming part of kindergarten – grade 12 curriculum (K-12). A possible approach is to make programming part of an already existing subject. Sweden has chosen this approach and in 2017 programming was integrated in the subject content of K-12 mathematics and technology. Integrating programming is at the expense of extra workload on teachers. Teachers affected by these changes will face new challenges in their teaching and learning activities. The aim of the study is to examine K-12 teachers’ use and perceived affordances of programming as a tool for teaching and learning activities in mathematics and technology. Data were collected through focus group discussions with three teacher teams in mathematics and technology from three K-12 schools in the mid Sweden region. 21 teachers participated in the study. Thematic analysis with a mixture of deductive and inductive coding were used to analyse the data. Theory of affordances was used to structure findings in themes of interests and answer the study’s aim and research questions. Results show that the teachers use a variety of programming tools in their teaching and learning activities. The use of programming in mathematics and technology can be understood in five main perceived affordances: 1) Play, 2) Discovery, 3) Adaptation, 4) Control, and 5) Freedom; which relate to both student motivation and subject content. Teachers also perceive obstacles and opportunities in using programming, that relates to different programming tools’ ability to support teaching and learning activities. The findings of this study can be drawn upon by teachers and other stakeholders in the integration of programming in K-12 education, and in the design of teaching and learning activities with programming.

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Impact of used programming language for K-12 students' understanding of the loop concept

Cited by 4 publications

References 27 publications

A Meta-Analysis of the Effects of Arduino-Based Education in Korean Primary and Secondary Schools in Engineering Education

A Meta-Analysis of the Effects of Arduino-Based Education in Korean Primary and Secondary Schools in Engineering Education

Remaking and reinforcing mathematics and technology with programming – teacher perceptions of challenges, opportunities and tools in K-12 settings

Teacher observations of programming affordances for K-12 mathematics and technology

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