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Teaching computing in primary school: create or fix?

Published: 04 October 2018 Publication History

Abstract

We describe the setup of an experiment conducted in the spring of 2018. The experiment aims to identify the differences between teaching computing through creating programs as opposed to fixing them. Quantitative and qualitative data are collected in the forms of pre- and post- knowledge tests, pre- and post- attitude tests, programming environment logging data and student interaction video's. The logging data shows that starting from incorrect program leads to less interactions with the code. However it leads to more testing in simulation and on the physical system.

References

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Ashish Aggarwal, David S Touretzky, and Christina Gardner-McCune. 2018. Demonstrating the Ability of Elementary School Students to Reason about Programs. (2018).
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Sharon McCoy Carver. 1986. Transfer of LOGO Debugging Skill: Analysis, Instruction, and Assessment. (1986).
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Diana Franklin et al. 2017. Using Upper-Elementary Student Performance to Understand Conceptual Sequencing in a Blocks-based Curriculum. In Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education. ACM, 231--236.
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Scott Freeman et al. 2014. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences 111, 23 (2014), 8410--8415.
[5]
Johanna Joentausta and Arto Hellas. 2018. Subgoal Labeled Worked Examples in K-3 Education. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education. ACM, 616--621.
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Zhongxiu Liu et al. 2017. Understanding problem solving behavior of 6--8 graders in a debugging game. Computer Science Education 27, 1 (2017), 1--29.
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Ryan Summers and Fouad Abd-El-Khalick. 2018. Development and validation of an instrument to assess student attitudes toward science across grades 5 through 10. Journal of Research in Science Teaching 55, 2 (2018), 172--205.
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Jeannette M Wing. 2008. Computational thinking and thinking about computing. Philosophical transactions of the royal society of London A: mathematical, physical and engineering sciences 366, 1881 (2008), 3717--3725.

Cited By

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  • (2024)Experiences of a Pan-Wales Initiative of Cybersecurity Education in SchoolsAdvances in Teaching and Learning for Cyber Security Education10.1007/978-3-031-77524-6_9(153-169)Online publication date: 28-Dec-2024

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Published In

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WiPSCE '18: Proceedings of the 13th Workshop in Primary and Secondary Computing Education
October 2018
170 pages
ISBN:9781450365888
DOI:10.1145/3265757
Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 04 October 2018

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Author Tags

  1. STEM education
  2. computer science education
  3. creating
  4. debugging
  5. physical computing

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  • Extended-abstract

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WiPSCE '18

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WiPSCE '18 Paper Acceptance Rate 32 of 72 submissions, 44%;
Overall Acceptance Rate 104 of 279 submissions, 37%

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Cited By

View all
  • (2024)Experiences of a Pan-Wales Initiative of Cybersecurity Education in SchoolsAdvances in Teaching and Learning for Cyber Security Education10.1007/978-3-031-77524-6_9(153-169)Online publication date: 28-Dec-2024

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