Teaching tools, teachers’ rules: exploring the impact of teaching styles on young children’s programming knowledge in ScratchJr.
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| Title: | Teaching tools, teachers’ rules: exploring the impact of teaching styles on young children’s programming knowledge in ScratchJr. |
|---|---|
| Authors: | Strawhacker, Amanda1 amanda.strawhacker@tufts.edu, Lee, Melissa1,2 leemel@iu.edu, Bers, Marina Umaschi1 marina.bers@tufts.edu |
| Source: | International Journal of Technology & Design Education. Jun2018, Vol. 28 Issue 2, p347-376. 30p. |
| Subject Terms: | *Teaching methods, *Classroom management, *Instructional systems, *Learning, *Academic achievement, *Children, *Early childhood education |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 129629813 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teaching tools, teachers’ rules: exploring the impact of teaching styles on young children’s programming knowledge in ScratchJr. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Strawhacker%2C+Amanda%22">Strawhacker, Amanda</searchLink><relatesTo>1</relatesTo><i> amanda.strawhacker@tufts.edu</i><br /><searchLink fieldCode="AR" term="%22Lee%2C+Melissa%22">Lee, Melissa</searchLink><relatesTo>1,2</relatesTo><i> leemel@iu.edu</i><br /><searchLink fieldCode="AR" term="%22Bers%2C+Marina+Umaschi%22">Bers, Marina Umaschi</searchLink><relatesTo>1</relatesTo><i> marina.bers@tufts.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Technology+%26+Design+Education%22">International Journal of Technology & Design Education</searchLink>. Jun2018, Vol. 28 Issue 2, p347-376. 30p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+management%22">Classroom management</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems%22">Instructional systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10798-017-9400-9 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 347 Subjects: – SubjectFull: Teaching methods Type: general – SubjectFull: Classroom management Type: general – SubjectFull: Instructional systems Type: general – SubjectFull: Learning Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Children Type: general – SubjectFull: Early childhood education Type: general Titles: – TitleFull: Teaching tools, teachers’ rules: exploring the impact of teaching styles on young children’s programming knowledge in ScratchJr. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Strawhacker, Amanda – PersonEntity: Name: NameFull: Lee, Melissa – PersonEntity: Name: NameFull: Bers, Marina Umaschi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 09577572 Numbering: – Type: volume Value: 28 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Technology & Design Education Type: main |
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