Review of Learning Design Choices of Primary School Programming Courses in Empirical Researches

Programming, most recently in the form of Computational Thinking (CT), is emerging as a new subject in primary schools worldwide. By data-based decision making, teachers, as learning designers, make decisions on instruction design based on a broad range of evidence, such as student assessment scores...

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Bibliographic Details
Published inIEEE Global Engineering Education Conference pp. 1010 - 1018
Main Authors Fatourou, Eleni, Zygouris, Nikolaos C., Loukopoulos, Thanasis, Stamoulis, Georgios I.
Format Conference Proceeding
LanguageEnglish
Published IEEE 21.04.2021
Subjects
classroom
coding/programming
Computational Thinking
Conferences
Cultural differences
Decision making
Elementary school
Engineering education
Gender issues
learning design
Programming profession
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ISSN2165-9567
DOI10.1109/EDUCON46332.2021.9453891

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Summary:Programming, most recently in the form of Computational Thinking (CT), is emerging as a new subject in primary schools worldwide. By data-based decision making, teachers, as learning designers, make decisions on instruction design based on a broad range of evidence, such as student assessment scores and classroom teaching observations. Given the current limitations on conclusive, field-proven teaching practices and an underlying "culture" to use as a basis, we turn to pertinent empirical studies that the growing scientific interest on introducing programming in primary school curricula has produced. The hypothesis is that we may overcome the lack of extensive experience in designing a programming course by reviewing the above evidence, in order to frame learning situations and methods.
ISSN:2165-9567
DOI:10.1109/EDUCON46332.2021.9453891