首页> 外文期刊>International journal of technology and design education >Teaching tools, teachers' rules: exploring the impact of teaching styles on young children's programming knowledge in ScratchJr
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Teaching tools, teachers' rules: exploring the impact of teaching styles on young children's programming knowledge in ScratchJr

机译:教学工具,教师规则:探索教学方式对斯特拉特幼儿幼儿编程知识的影响

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Computer programming tools for young children are being created and used in early childhood classrooms more than ever. However, little is known about the relationship between a teacher's unique instructional style and their students' ability to explore and retain programming content. In this mixed-methods study, quantitative and qualitative data were collected from N = 6 teachers and N = 222 Kindergarten through second grade students at six schools across the United States. These teachers and students participated in an investigation of the relationship between teaching styles and student learning outcomes. All participants engaged in a minimum of two lessons and a maximum of seven lessons using the ScratchJr programming environment to introduce coding. Teachers reported on their classroom structure, lesson plan, teaching style and comfort with technology. They also administered ScratchJr Solve It assessments to capture various aspects of students' programming comprehension, which were analyzed for trends in learning outcomes. Results from this descriptive, exploratory study show that all students were successful in attaining foundational ScratchJr programming comprehension. Statistically significant findings revealed higher programming achievement in students whose educators demonstrated flexibility in lesson planning, responsiveness to student needs, technological content expertise, and concern for developing students' independent thinking. Implications for research in the development of computational thinking strategies are discussed, as well as suggestions for successfully implementing early childhood classroom interventions with ScratchJr.
机译:比以往任何时候都在幼儿教室里创造和使用的幼儿计算机编程工具。然而,关于教师独特的教学风格与学生探索和保留编程内容的能力之间的关系很少。在这种混合方法研究中,从美国六所学校的二年级学生中,从N = 6名教师和N = 222名教师收集量化和定性数据。这些教师和学生参加了对教学方式与学生学习成果之间关系的调查。所有参与者使用ScratchJR编程环境介绍编码,至少从事两个课程和最多七个课程。教师报道了他们的课堂结构,课程计划,教学风格和技术的舒适。他们还管理ScratchJR解决IT评估,以捕捉学生编程理解的各个方面,分析了学习结果的趋势。这种描述性的探索性研究结果表明,所有学生都成功地获得了基础斯克拉特编程理解。统计上的重要发现揭示了教育工作者在课程规划中表现出灵活性,对学生需求,技术内容专业知识的响应和对发展学生的独立思维的关注的程度的更高的编程成就。讨论了对研究思维战略发展的影响,以及成功实施早期儿童课堂干预措施的建议与Scratchjr。

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