Abstraction in Action: K-5 Teachers' Uses of Levels of Abstraction, Particularly the Design Level, in Teaching Programming
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| Title: | Abstraction in Action: K-5 Teachers' Uses of Levels of Abstraction, Particularly the Design Level, in Teaching Programming |
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| Language: | English |
| Authors: | Waite, Jane Lisa, Curzon, Paul, Marsh, William, Sentance, Sue, Hadwen-Bennett, Alex |
| Source: | International Journal of Computer Science Education in Schools. Jan 2018 2(1). |
| Availability: | International Journal of Computer Science Education in Schools. 83 Dollis Road, London N3 1RD, UK. 2-mail: info@ijcses.org; Web site: http://www.ijcses.org |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Teachers, Programming, Pedagogical Content Knowledge, Computation, Thinking Skills, Computer Science Education, Programming Languages, Abstract Reasoning |
| ISSN: | 2513-8359 |
| Abstract: | Research indicates that understanding levels of abstraction (LOA) and being able to move between the levels is essential to programming success. For K-5 contexts LOA levels have been named: problem, design, code and running the code. In a qualitative exploratory study, five K-5 teachers were interviewed on their uses of LOA, particularly the design level, in teaching programming and other subjects. Using PCK elements to analyse responses, the teachers interviewed used design as an instructional strategy and for assessment. The teachers used design as an aide memoire and the expert teachers used design: as a contract for pair-programming; to work out what they needed to teach; for learners to annotate with code snippets (to transition across LOA); for learners to self-assess and to assess 'do-ability'. The teachers used planning in teaching writing to scaffold learning and promote self-regulation revealing their insight in student understanding. One issue was of the teachers' knowledge of terms including algorithm and code; a concept of 'emergent algorithms' is proposed. Findings from the study suggest design helps learners learn to program in the same way that planning helps learners learn to write and that LOA, particularly the design level, may provide an accessible exemplar of abstraction in action. Further work is needed to verify whether the study's results are generalisable more widely. |
| Abstractor: | As Provided |
| Entry Date: | 2018 |
| Accession Number: | EJ1207418 |
| Database: | ERIC |
| Abstract: | Research indicates that understanding levels of abstraction (LOA) and being able to move between the levels is essential to programming success. For K-5 contexts LOA levels have been named: problem, design, code and running the code. In a qualitative exploratory study, five K-5 teachers were interviewed on their uses of LOA, particularly the design level, in teaching programming and other subjects. Using PCK elements to analyse responses, the teachers interviewed used design as an instructional strategy and for assessment. The teachers used design as an aide memoire and the expert teachers used design: as a contract for pair-programming; to work out what they needed to teach; for learners to annotate with code snippets (to transition across LOA); for learners to self-assess and to assess 'do-ability'. The teachers used planning in teaching writing to scaffold learning and promote self-regulation revealing their insight in student understanding. One issue was of the teachers' knowledge of terms including algorithm and code; a concept of 'emergent algorithms' is proposed. Findings from the study suggest design helps learners learn to program in the same way that planning helps learners learn to write and that LOA, particularly the design level, may provide an accessible exemplar of abstraction in action. Further work is needed to verify whether the study's results are generalisable more widely. |
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| ISSN: | 2513-8359 |
